The use and abuse of international comparative research on student achievement.

Autor/inn/en	Bos, Wilfried; Schwippert, Knut
Titel	The use and abuse of international comparative research on student achievement.
Quelle	In: European educational research journal, 2 (2003) 4, S. 559-573Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 11; Abbildungen 6
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2003.2.4.5
Schlagwörter	Vergleichende Erziehungswissenschaft; Bildungsforschung; Bildungsmonitoring; Empirische Forschung; TIMSS (Third International Mathematics and Science Study); Akzeptanz; Bildungssystem; Schüler; Schülerleistung; Teilnahme; Internationaler Vergleich; Leistung; Leistungsmessung; Tradition; IGLU (Internationale Grundschul-Lese-Untersuchung); PISA (Programme for International Student Assessment); Deutschland
Abstract	In more and more European countries the conditions and the output of education are systematically monitored - often every year. These analyses focus on the question of which educational standards are reached by different age groups, the standard of their grades in different subjects, and which conditions moderate the differences in student achievement. The aim is to establish a basis for the discussion on quantity and quality of the educational system of the corresponding country. This is done by implementing national studies or by participating in international studies on school achievement. This kind of output control seems to be necessary for the autonomy of schools. Furthermore, the feedback about student achievement could be an important aid for schools and their staff to improve their own quality management. External evaluation can be seen as an important means of supporting the process of school development. This article is the keynote held at the European Conference on Educational Research, Germany, Hamburg, 15-19 September 2003. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)