Educational evaluation has been used as inquiry and judgement methods in order to optimise the evaluation object in relation to its intended purposes or to help stakeholders determine whether the evaluation object is worthy of adoption, continuation, or expansion. Therefore, educational evaluation is of vital importance to sustainable development for the education system and it is not amazing that nowadays its function and its territory have been remarkably redefined and enlarged - ranging from the evaluation of student achievement, evaluation of institutions, evaluation of and organisation to the evaluation of pedagogic modes. In addition, increasing autonomy of social actors and local structures reaches it balance in the development of evaluation dispositions. Educational evaluation is no longer a simple look at the mirror, a vain exercise. It reveals a shift from an 'evaluation for the sake of evaluation' perspective to an innovative 'evaluation for evolution' perspective. The editors and the authors of this volume are researchers and practitioners of educational evaluation who are well-known experts from the region in their own countries.
Author(s): Samuel S. Peng, John Chi-kin Lee
Publisher: Nova Science Publishers Inc
Year: 2009
Language: English
Pages: 164
EDUCATIONAL EVALUATION IN EAST ASIA: EMERGING ISSUES AND CHALLENGES......Page 3
CONTENTS......Page 7
BACKGROUND......Page 9
ORGANIZATION OF THE BOOK......Page 11
1. Evaluation of Higher Education......Page 12
3. Evaluation for School Improvement......Page 13
6. School Self-Evaluation......Page 14
8. Evaluation of School Performance......Page 15
10. Evaluation of Student Achievement......Page 16
PERSISTING CHALLENGES AND CONDITIONS CONDUCIVE TO POSITIVE CHANGES......Page 17
REFERENCES......Page 18
PART I. PRACTICES AND CHALLENGES......Page 19
I. PREFACE......Page 21
1. The Establishment of Higher Education Evaluation Agencies......Page 22
2. Stage-by-Stage Establishment of a Higher Education Evaluation System......Page 23
C. Improving the Quality of University Management, Efficiently Allocating Education Funding......Page 26
B. Increasing Evaluation Funding......Page 27
E. The Fairness of Evaluators......Page 28
H. Evaluation Follow-Up Mechanism......Page 29
CONCLUSION......Page 30
ABSTRACT......Page 31
INTRODUCTION......Page 32
EDUCATIONAL EVALUATION OF SCIENCE AND MATHEMATICS LEARNING AT THE PRIMARY LEVEL......Page 33
EDUCATIONAL EVALUATION OF SCIENCE AND MATHEMATICSLEARNING AT THE POST PRIMARY LEVELS......Page 34
INSTITUTIONAL EVALUATION OF SCHOOLS IN SINGAPORE......Page 35
DISCUSSION......Page 37
FUTURE SCENARIOS......Page 39
Reason......Page 40
CONCLUSION......Page 41
REFERENCES......Page 42
I. INTRODUCTION......Page 43
II. SCHOOL ACTIVITIES RECORDS (SAR)......Page 44
III. NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT (NAEA)......Page 45
IV. COLLEGE SCHOLASTIC ABILITY TEST (CSAT)......Page 47
VI. TEACHER EDUCATION INSTITUTE ACCREDITATIONSYSTEM (TEIAS)......Page 50
REFERENCES......Page 51
ABSTRACT......Page 53
National Education Standards......Page 54
Educational Standards for Internal Quality Assurance......Page 55
Internal Quality Assurance......Page 56
External Quality Assessment......Page 57
Standards of Performance......Page 58
Standards of Conduct......Page 59
(1) Basic Education Curriculum at the National Level......Page 60
Educational Tests at the National Level......Page 61
At the Institutional level......Page 62
Access to Higher Education......Page 63
New Designs, New Challenges and Policy Recommendations......Page 64
CONCLUSION......Page 66
REFERENCES......Page 67
I. INTRODUCTION......Page 69
II. CONTEXT AND OVERVIEW OF EDUCATIONAL EVALUATION IN HONG KONG......Page 70
III. QUALITY ASSURANCE, SELF-EVALUATION AND SCHOOL IMPROVEMENT FOR HONG KONG SCHOOLS......Page 72
IV. BASIC COMPETENCY ASSESSMENT AS “STATE” EVALUATION: A FORM OF SYSTEM EVALUATION......Page 74
VI. INITIAL OBSERVATIONS ON PRINCIPALS’ AND TEACHERS’ PERCEPTIONS OF QUALITY ASSURANCE MEASURES (E.G., ESR AND SSE, TSA AND TEACHER APPRAISAL)......Page 75
VII. THE WAY FORWARD......Page 76
REFERENCES......Page 77
PART II. VARIATIONS AND EVOLUATION......Page 81
THE QUALITY ASSURANCE MOVEMENT IN HONG KONG......Page 83
What Is School Self-Evaluation?......Page 85
The Basic Steps in School Self-Evaluation......Page 86
A Bottom-Up Approach to School Self-Evaluation in Hong Kong......Page 87
SETTING-UP A SELF-EVALUATION FRAMEWORK......Page 89
Relationships among Performance Indicators, School Improvement and Educational Research......Page 90
Theoretical Framework for Educational Evaluation......Page 91
A Standardized Set of Performance Indicators for Comparison......Page 92
CONCRETE BENEFITS TO SCHOOLS......Page 93
Hindrances at the System Level......Page 94
Hindrances at the School Organizational Level......Page 95
Facilitators at the System Level......Page 96
Facilitators at the School Organizational Level......Page 97
REFERENCES......Page 98
1. INTRODUCTION......Page 101
2. THE MALAYSIAN EDUCATIONAL AND EXAMINATION SYSTEM......Page 102
2.1. Assessments and Public Obsessions......Page 103
2.2. Chinese High Schools......Page 104
3.1. Pressure to Excel......Page 105
3.2. Exam-Orientation in Instructional Strategy and Private Tuition......Page 106
4.1. School-Based Projects and Formative Assessments......Page 107
4.2. The Planned New Role of ICT in Assessment and Smart Schools......Page 108
4.3. Blueprint for Educational Development......Page 109
5. SCHOOL-BASED ASSESSMENT: THE ROAD MAP......Page 110
5.1. Public Reactions......Page 111
5.2. A Culture with an Entrenched Examination-Orientation......Page 112
CONCLUDING REMARKS......Page 113
REFERENCES......Page 115
1. HISTORICAL DEVELOPMENT OF THE SCHOOL EVALUATION SYSTEM IN JAPAN......Page 119
2. EVALUATION GUIDELINES FOR COMPULSORY EDUCATION SCHOOLS......Page 120
4. CONCERNS ABOUT THE SCHOOL EVALUATION SYSTEM......Page 121
CONCLUSION......Page 123
REFERENCES......Page 124
1. INTRODUCTION......Page 125
3.3. Number and Qualifications of School Teachers, (Academic Year) 2004......Page 126
4. TEACHER CLASSIFICATION FRAMEWORK AND SALARY STRUCTURE IN PUBLIC SCHOOLS......Page 128
Induction Program Evaluation......Page 129
6.1. Criteria for Performance-Based Teacher Evaluation......Page 130
6.2. Professional Judgment in Teacher Performance Assessment......Page 132
7. FUTURE PROSPECTS OF TEACHER EVALUATION......Page 133
REFERENCES......Page 134
ABSTRACT......Page 137
1. INTRODUCTION......Page 138
2. FORGING LINKS AND PROMOTING DIALOGUES WITHIN AND ACROSS THE VARIOUS OPERATIONAL LEVELS AND ADMINISTRATIVE INFRASTRUCTURE OF PISA PROJECTS......Page 139
3. FIRST-HAND UNDERSTANDING OF PERSPECTIVES LEADING TO A LITERACY ASSESSMENT FRAMEWORK FOR TEST UNITS DESIGN......Page 140
4. FIRST-HAND UNDERSTANDING OF CONCEPTUAL FRAMEWORKS THAT WILL MAKE POSSIBLE A ROADMAP FOR QUESTIONNAIRE DESIGN......Page 141
5. CUTTING-EDGE METHODOLOGIES FOR HANDLING WEIGHTING AND SAMPLING ERRORS IN COMPLEX SAMPLING DESIGN......Page 143
6. CUTTING-EDGE METHODOLOGIES FOR HANDLING SCALING AND MEASUREMENT ERRORS IN COMPLEX TEST BOOKLET DESIGN......Page 144
7. WELL-PLANNED STRATEGIES FOR DISSEMINATING PISA RESULTS TO PARTICIPATING SCHOOLS AND THE PUBLIC......Page 145
8. PIONEERING RESEARCH AND DEVELOPMENT IN THE ASSESSMENT OF ELECTRONIC READING LITERACY......Page 146
REFERENCES......Page 148
CONTRIBUTORS......Page 151
INDEX......Page 155
