Governance Structure and Standard Setting in Educational Assessment

Autor/inn/en	Opposs, Dennis; Baird, Jo-Anne; Chankseliani, Maia; Stobart, Gordon; Kaushik, Amit; McManus, Hugh; Johnson, David
Titel	Governance Structure and Standard Setting in Educational Assessment
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 2, S.192-214 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baird, Jo-Anne) ORCID (Kaushik, Amit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2020.1730766
Schlagwörter	Governance; Standard Setting; Educational Assessment; College Entrance Examinations; Power Structure; Foreign Countries; Comparative Education; Academic Standards; Federal Government; Educational Practices; Universities; Resource Allocation; Ireland; United States; India + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Standardisierung; assessment; Bewertungssystem; Aufnahmeprüfung; Ausland; Vergleichende Erziehungswissenschaft; Bundesregierung; Bildungspraxis; University; Universität; Ressourcenallokation; Irland; USA; Indien
Abstract	Seldom have comparative studies of educational assessment systems been undertaken, especially regarding their standard setting procedures. This study examines the effects of governance structures on the power relations in standard setting in the dominant school-leaving or university-entrance examinations. We present acritical analysis of the published research and policy documents, including sense-checking with senior assessment practitioners from 22 jurisdictions. The nature of standard setting systems in three cases of Ireland, the USA and India are described in detail to showcase the differences between the following three models of governance systems: nationalised, commercial market and quasi-market. The contribution of this article, then, is to describe the three models of governance systems, to classify the 22 jurisdictions using the three models, and to generate propositions inductively. Thus, the article provides aconceptual basis for extension of this work to other cases to advance the literature cumulatively by theory-building. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01