Constructing Benchmarks for Monitoring Purposes: Evidence from South Africa

Autor/inn/en	Scherman, Vanessa; Howie, Sarah J.; Bosker, Roel J.
Titel	Constructing Benchmarks for Monitoring Purposes: Evidence from South Africa
Quelle	In: Educational Research and Evaluation, 17 (2011) 6, S.511-525 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2011.632663
Schlagwörter	Standard Setting; Foreign Countries; Grade 8; Ability; Students; Benchmarking; Secondary Schools; Item Response Theory; Difficulty Level; Standards; Outcomes of Education; Educational Quality; Evaluation; Test Theory; South Africa; National Assessment of Educational Progress; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Standardisierung; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Fähigkeit; Fertigkeit; Student; Schüler; Schülerin; Studentin; Sekundarschule; Item-Response-Theorie; Schwierigkeitsgrad; Standard; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Evaluierung; Testtheorie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In information-rich environments, schools are often presented with a myriad of data from which decisions need to be made. The use of the information on a classroom level may be facilitated if performance could be described in terms of levels of proficiency or benchmarks. The aim of this article is to explore benchmarks using data from a monitoring system on secondary school level. Seventeen secondary schools, purposively sampled for maximum variation, participated in this project. Pupils from a random sample of 2 Grade 8 classes per school completed the assessments (n = 1706). Using a dichotomous Rasch model, person item distribution maps were generated for mathematics, and different difficulty levels were constructed from the items that corresponded to the ability levels of pupils as well as the reporting protocol of the National Department of Education. Implications for benchmarking and standard setting are discussed based on the results provided in the article. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10