Risk-Based Educational Accountability in Dutch Primary Education

Autor/inn/en	Timmermans, A. C.; de Wolf, I. F.; Bosker, R. J.; Doolaard, S.
Titel	Risk-Based Educational Accountability in Dutch Primary Education
Quelle	In: Educational Assessment, Evaluation and Accountability, 27 (2015) 4, S.323-346 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-015-9212-y
Schlagwörter	Accountability; Inspection; Underachievement; Achievement Gains; Evaluation Methods; Progress Monitoring; Institutional Characteristics; Robustness (Statistics); Cohort Analysis; Risk Assessment; Elementary Schools; School Effectiveness; Cluster Grouping; Achievement Rating; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Verantwortung; Prüfverfahren; Performance deficiency; Leistungsschwäche; Achievement gain; Leistungssteigerung; Widerstandsfähigkeit; Kohortenanalyse; Risikoabschätzung; Elementary school; Grundschule; Volksschule; Schuleffizienz; Eingruppierung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Ausland; Niederlande
Abstract	A recent development in educational accountability is a risk-based approach, in which intensity and frequency of school inspections vary across schools to make educational accountability more efficient and effective by enabling inspectorates to focus on organizations at risk. Characteristics relevant in predicting which schools are "at risk on adverse effects" and robustness of results of risk-based analyses over multiple cohorts were assessed by an empirical analysis of Dutch primary schools. Adverse effects were defined as below average final achievement and/or below average value added. School composition, previous underperformance, insufficient judgments on having a systematic evaluation approach, evaluation of support, and monitoring student performance appeared as factors related to subsequent underperformance of schools. Although a rich set of possible risk factors was available, further investigation of a large number of schools is required in order to find nearly all underperforming schools. However, a group of about 40% of the schools showed very small risk on underperformance, which represents the efficiency gain when risk-based school accountability would be applied. Furthermore, whether schools are (in)accurately classified in the risk analysis as "at-risk" schools depends heavily on the chosen caesura. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01