Educational Outcome Measurement in Developing Countries.

Autor/inn/en	Kiros, Fassil G.; und weitere
Institution	Georgetown Univ., Washington, DC. Public Services Lab.; Haile Sellassie I Univ., Addis Ababa (Ethiopia).
Titel	Educational Outcome Measurement in Developing Countries.
Quelle	(1975), (198 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Affective Measures; Cross Cultural Studies; Developing Nations; Educational Assessment; Educational Development; Educational Economics; Educational Planning; Educational Policy; Educational Resources; Input Output Analysis; Job Training; Measurement; Nonformal Education; Program Evaluation; Resource Allocation; Social Action; Socioeconomic Status; Standardized Tests; Student Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Cultural comparison; Kulturvergleich; Developing country; Developing countries; Entwicklungsland; Education; assessment; Bewertungssystem; Bildungsentwicklung; Bildungsökonomie; Bildungsplanung; Politics of education; Bildungspolitik; Bildungsmittel; Berufsqualifizierender Bildungsgang; Messverfahren; Non-formal education; Non formal education; Nichtformale Bildung; Programme evaluation; Programmevaluation; Ressourcenallokation; Soziales Handeln; Socio-economic status; Sozioökonomischer Status; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung
Abstract	Fiscal and other economic constraints facing developing nations underscore the need for careful and detailed planning for education focused on the identified purposes. Until recently educational requirements have been measured in terms of inputs. Effectiveness measurements change the basis for judging the educational system from such input or process variables to output indices that can yield more direct assessments of deficiencies, gaps, and additional requirements. This volume represents an initial effort to bring together information about educational outcomes, including types of measures, the role and use of measurement, and national policy consequences of measurements. The purpose is to provide a basis for Ministers of Finance, Planning, and Education to evaluate how and where they might best direct their educational systems to further educational goals and to stimulate national development. Sections discuss measuring academic achievement, attitudes and attributes, teacher grades and teacher tests, socioeconomic status and achievement, cross-national evaluation: the IEA Study, modernization: the social and political impact of education, nonformal education and functional competence, measuring work skills, economic outcomes of education, educational planning and evaluation, use of outcome measures in schools, improving resource allocation, and outcomes and evaluation. (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01