[Educational Quality Indicators: Taking Stock.] Proceedings of the Conference (Los Angeles, California, October 12-13, 1989).

Institution	Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	[Educational Quality Indicators: Taking Stock.] Proceedings of the Conference (Los Angeles, California, October 12-13, 1989).
Quelle	(1989), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Abstracts; Accountability; Achievement Tests; Conference Papers; Educational Assessment; Educational Indicators; Educational Quality; Elementary Secondary Education; High Risk Students; International Studies; Local Issues; National Programs; Performance; Performance Based Assessment; School Districts; School Restructuring; State Programs + Suchen Sie Ihr Suchwort? Abstract; Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Konferenzmaterial; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Quality of education; Bildungsqualität; Problemschüler; Internationaler Studiengang; nicht übertragen; Leistungsermittlung; School district; Schulbezirk; Schulreformplan; Schulumwandlung; Regierungsprogramm
Abstract	An overview of an international conference held on the campus of the University of California at Los Angeles (UCLA) to take stock of the development and use of educational quality indicator systems at the local, state, national, and international levels is provided. Major implications and findings of the education summit held at the University of Virginia (Charlottesville), September 27-28, 1989, by President Bush and the nation's governors are discussed in the opening address by Emerson J. Elliott entitled "Accountability in the Post-Charlottesville Era." Educational reform in the area of accountability; indicators used by the National Center on Education Statistics; setting national goals and assigning accountability; measuring processes; and issues related to accountability and indicator systems, i.e., controls, and content, are examined; and an agenda for the future is briefly considered. Following this, summaries of six plenary sessions are provided. Because all groups in the education community must be involved in the dialog about the status and improvement of indicator systems, each panel of speakers included policy makers, practitioners, and researchers. The session topics include: (1) National and State Issues: The Role of NAEP; (2) State and District Issues: The Role of Indicators and Assessment in School Reform and School Restructuring; (3) National and State Issues: The Impact of Commercial Achievement Tests; (4) Performance Assessment: Implications for Large-Scale Assessment and Indicators; (5) Accountability and At-Risk Students; and (6) International Educational Indicators: Their International and National Roles. In conclusion, conference participants' responses to a questionnaire that asked them to specify the benefits and dangers of indicator systems and to identify implications for policy, practice, and research are identify implications for policy, practice, and research are summarized. Sixty-one publications available from the UCLA Center for the Study of Evaluation are listed. (RLC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC