This book draws together leading student assessment academics from across Europe exploring student monitoring policies and practices in a range of countries across 22 chapters.
The chapters in the first part offer a broad overview on student assessment covering history and current status, aims and approaches as well as methodological challenges of international student assessment. The second part presents country specific chapters provide an in depth look examining country specific policy and practices and findings of national and/or international assessments. Findings are critically discussed and recommendations are made for further development of each country’s assessment context.
The book shows similarities and differences within the educational assessment landscape as well as complexity and similarities in assessment policy documents and strategies, Given the globalized world we live in today, this book fills a need in the higher educational context and is intended for for policy makers in different countries as well.
Innehållsförteckning
Introduction to Monitoring of Student Achievement in the 21st Century; Heidi Harju-Luukkainen, Justine Stang & Nele Mc Elvany.- PART I.- International Student Assessment: Aims, Approaches and Challenges; Miako Ikeda and Alfonso Echazarra.- History and Current State of International Student Assessment; Dirk Hastedt.- Methodological Challenges of International Student Assessment; Andreas Frey and Johannes Hartig.- The Assessment Landscape in the USA – From Then to the Future; Eva L. Baker and Harold F. O’Neil, Jr.- PART II.- Monitoring Student Achievement in Austria: Implementation, Results and Political Reactions; Claudia Schreiner, Birgit Suchań and Silvia Salchegger.- Use of Assessments to Inform Educational Policies in French-speaking Belgium; Dominique Lafontaine.- International and National Assessments in Croatia; Michelle Bras Roth.- The Evolution of National and International Assessment in England ; Liz Twist.- Educational Assessment in Estonia ; Gunda Tire.- Educational Assessment in Finland; Mari-Pauliina Vainikainen and Heidi Harju-Luukkainen.- Educational assessment in Germany; Nele Mc Elvany and Justine Stang.- The Hungarian Educational Assessment System; Ildikó Balázsi and László Ostorics.- Educational Assessment in Iceland; Meyvant Þórólfsson.- The long march towards school and student assessment in Italy; Rosalia Castellano and Sergio Longobardi.- Large-scale assessments in the Norwegian context by Henrik Galligani Ræder; Rolf Vegar Olsen and Sigrid Blömeke.- International Large-Scale Assessments: Trends and Effects on the Portuguese Public Education System; Joao Marôco.- International assessment studies in Serbia between traditional solutions, unexpected achievements and high expectations; Dragica Pavlovic.- The history and the context of international assessment in Serbia.- Assessment policy and practice of Slovenia; Klaudija Šterman Ivančič and Urška Štremfel.- Monitoring of Student Achievement in Spain; Alejandro Tiana.- Student Assessment in the Landscape of International Large-Scale Studies; Kajsa Yang Hansen and Stefan Johansson.- European Monitoring of Student Achievement in the 21st Century: Summary and Outlook; Justine Stang, Nele Mc Elvany and Heidi Harju-Luukkainen.
Om författaren
Heidi Harju-Luukkainen is Professor of Education at
Nord university, Norway. She holds a Ph.D. in education, special education teacher qualification and a qualification in leadership and management from Finland. She has published more than 100 international books, journal articles and reports as well as worked in more than 25 projects globally. She has developed education programs for universities, been a PI of PISA sub-assessments in Finland and functioned as board professional.
Nele Mc Elvany is a professor and the executive director of the Center for Research on Education and School Development (IFS) at TU Dortmund University and has been a member of its board of directors since 2010. She heads the working group “Empirical Educational Research with a Focus on Teaching and Learning K-12”. Her research is on designing in-depth, cross-sectional and longitudinal studies using questionnaires, tests, video-based observations and experimental designs with large-scale data analyses. Her work on individual, social and institutional conditions of educational processes and outcomes is nationally and internationally presented in conferences and publications.
Justine Stang is a postdoctoral researcher at the Center for Research on Education and School Development (IFS) at TU Dortmund University. She earned her Ph D in Psychology in 2017. Her recent work focuses on social and educational psychology research themes like stereotype threat, instructional quality or teacher judgement accuracy. Her research is on cross-sectional and longitudinal studies using questionnaires, tests and experimental designs with large-scale data analyses. Her work is nationally and internationally presented in conferences and publications.
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