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Jones, Eli; Bergin, Christi; Murphy, Bridget – Educational Assessment, Evaluation and Accountability, 2022
A concerning attribute of teacher evaluations across countries is the systemic leniency of principals during classroom observations. However, little is known about the motivations behind this phenomenon. The purpose of this study is to explore the motivating factors behind principals' leniency in an authentic teacher evaluation system. In this…
Descriptors: Principals, Teacher Evaluation, Scores, Accuracy
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Trantham, Pamela S.; Sikorski, Jonathon; de Ayala, R. J.; Doll, Beth – Educational Assessment, Evaluation and Accountability, 2022
There is an extensive need for school systems to reliably assess the data literacy and data use skills of their educators. To address this need, the current study seeks to refine the NU Data Knowledge Scale (NUDKS) for assessing teacher data literacy for classroom data. A data-based decision-making framework provides the theoretical underpinnings…
Descriptors: Item Response Theory, Information Literacy, Data Use, Knowledge Level
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Prøitz, Tine Sophie; Novak, Judit; Mausethagen, Sølvi – Educational Assessment, Evaluation and Accountability, 2022
The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across administrative levels and improve educational quality. This places the mid-central authority--in many countries the municipal level--in the midst of modern education governing. This article reports a case study…
Descriptors: Academic Achievement, Data Use, Educational Policy, Student Evaluation
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Wang, Fei; Hauseman, Cameron; Pollock, Katina – Educational Assessment, Evaluation and Accountability, 2022
Increasing job duties and responsibilities associated with the changing role of school principals have prompted even greater accountability. As a result, principals are faced with competing demands and expectations in various forms of accountability from multiple stakeholders. This study examines principals' perception of accountability in the…
Descriptors: Principals, Administrator Attitudes, Accountability, Administrator Role
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Jerrim, John; Sims, Sam – Educational Assessment, Evaluation and Accountability, 2022
Accountability--the monitoring and use of student performance data to make judgements about school and teacher effectiveness--is increasing within school systems across the globe. In theory, by increasing accountability, the aims and incentives of governments, parents, school leaders and teachers become more closely aligned, potentially improving…
Descriptors: Accountability, Stress Variables, Teachers, Principals
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De Almeida Maia, Denise; Pohl, Steffi; Okuda, Paola Matiko Martins; Liu, Ting; Puglisi, Marina Leite; Ploubidis, George; Eid, Michael; Cogo-Moreira, Hugo – Educational Assessment, Evaluation and Accountability, 2022
The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important conclusions might be done regarding its reliability for the prediction of children's school readiness taking advantage of such large-scale evaluation. Although BSRA has being largely used, few are the studies at…
Descriptors: School Readiness, Screening Tests, Psychometrics, Preschool Children
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Metsäpelto, Riitta-Leena; Poikkeus, Anna-Maija; Heikkilä, Mirva; Husu, Jukka; Laine, Anu; Lappalainen, Kristiina; Lähteenmäki, Marko; Mikkilä-Erdmann, Mirjamaija; Warinowski, Anu – Educational Assessment, Evaluation and Accountability, 2022
In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an…
Descriptors: Teacher Competencies, Models, Preservice Teacher Education, Foreign Countries
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Pisani, Lauren; Seiden, Jonathan; Wolf, Sharon – Educational Assessment, Evaluation and Accountability, 2022
Early childhood care and education (ECCE) programs are an important mechanism for supporting foundational skill development and successful progression through later schooling. School readiness assessments that serve as reliable indicators of children's later educational outcomes are most useful for education systems, but little is known about how…
Descriptors: Longitudinal Studies, Evidence, Predictive Validity, International Assessment
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Vaisarova, Julie; Reynolds, Arthur J. – Educational Assessment, Evaluation and Accountability, 2022
Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Project, the present study examined the possibility…
Descriptors: Preschool Children, School Readiness, Early Childhood Education, Student Centered Learning
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Marszalek, Jacob M. – Educational Assessment, Evaluation and Accountability, 2022
The validity of inferences made with test results depends on meeting the assumptions of the test users, one of which is the presumption of optimal performance (i.e., test-takers are doing their best). Flow theory identifies the conditions under which optimal performance is achieved and can be used to inform test users about the degree to which…
Descriptors: Student Motivation, Scores, Academic Achievement, Middle School Students
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Zheng, Hong; Thomas, Sally – Educational Assessment, Evaluation and Accountability, 2022
This paper presents new evidence that explores the strengths, weaknesses and overall quality of school inspection practice in China. In one city region of Shandong Province, the research examines stakeholder perceptions of inspection purposes, processes and outcomes, as well as the potential to improve inspection practice and compulsory education…
Descriptors: Inspection, Accountability, Institutional Evaluation, Comparative Analysis
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Jerrim, John; Lopez-Agudo, Luis Alejandro; Marcenaro-Gutierrez, Oscar David – Educational Assessment, Evaluation and Accountability, 2022
Grade retention has been the focus of the education debate in Spain for decades. On average, more than 30% of students have repeated at least one grade before they finish (or dropout from) their compulsory studies. The present research provides new evidence on this issue by investigating the influence of Spain's school entry age upon students'…
Descriptors: Foreign Countries, High School Students, School Entrance Age, Age Differences
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Gao, Ruiqin; Liu, Xiumei; Fan, Xumei – Educational Assessment, Evaluation and Accountability, 2022
Although studies have been conducted on educators' perceptions of assessment practices, few studies explored students' perceptions of the ethical issues in classroom assessment. A mixed design research method was used to examine factors associated with students' perceptions of the ethicality of classroom assessment practices. A sample of 1996…
Descriptors: Foreign Countries, Student Attitudes, Ethics, Student Evaluation
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Kurum, Gul; Cinkir, Sakir – Educational Assessment, Evaluation and Accountability, 2022
School self-evaluation based on multiple data sources has been used to evaluate the quality of education at schools. This study aims to reveal the state of the education process, health, safety, relations and communication, and participation in management at school. The study is conducted with a case study design, in a public secondary school. The…
Descriptors: Stakeholders, Self Evaluation (Groups), Foreign Countries, Educational Quality
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Coombs, Andrew; DeLuca, Christopher – Educational Assessment, Evaluation and Accountability, 2022
Over the past three decades, policy and professional standards have repeatedly called teachers to integrate assessment continuously across their practice in various ways to identify, monitor, support, evaluate, and report on student learning. Educational researchers have conceptualized and operationalized multiple constructs to understand…
Descriptors: Assessment Literacy, Student Evaluation, Educational Policy, Faculty Development
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