Student Group Differences in Examination Results and Utilization for Policy and School Development

Autor/inn/en	Schildkamp, Kim; Rekers-Mombarg, Lyset T. M.; Harms, Truus J.
Titel	Student Group Differences in Examination Results and Utilization for Policy and School Development
Quelle	In: School Effectiveness and School Improvement, 23 (2012) 2, S.229-255 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2011.652123
Schlagwörter	Academic Achievement; Program Effectiveness; Foreign Countries; Achievement Gap; Achievement Rating; Achievement Tests; Exit Examinations; Evaluation Utilization; Norm Referenced Tests; Primary Sources; Educational Improvement; Ethnicity; Gender Differences; Socioeconomic Status; Performance Factors; Information Utilization; Comparative Analysis; Comparative Testing; Educational Policy; Management Information Systems; Student Evaluation; Secondary School Students; Netherlands + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement test; Testing; Test; Tests; Leistungsüberprüfung; Testdurchführung; Testen; Final examination; Abschlussprüfung; Primärquelle; Teaching improvement; Unterrichtsentwicklung; Ethnizität; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Leistungsindikator; Informationsnutzung; Politics of education; Bildungspolitik; Managementinformationssystem; Schulnote; Studentische Bewertung; Sekundarschüler; Niederlande
Abstract	At the end of secondary education in The Netherlands, students have to pass a final examination, consisting of an internal school-based assessment and an external national assessment. According to the Dutch inspectorate, to ensure the quality of final examinations, the discrepancy between both assessments must be less than 0.5 points (on a scale from 1 to 10). In the first part of this study, we demonstrate that these examination results are a rich source of data schools can use. We investigated the discrepancy between school and central examination grades for different groups of students and found that the discrepancies for some student groups are too high. The second part of this study focuses on the use of examination results as an important source of data in improvement planning. The results show that final examination results are underutilized and that schools rarely investigate discrepancies for certain student groups. (Contains 1 figure, 8 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10