Relevant bibliographies by topics / Educational evaluation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Educational evaluation"

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Mertens, D. M. "Educational Evaluation." American Journal of Evaluation 8, no. 4 (November 1, 1987): 73–74. http://dx.doi.org/10.1177/109821408700800414.

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Mertens, Donna M. "Educational evaluation." Evaluation Practice 8, no. 4 (November 1987): 73–74. http://dx.doi.org/10.1016/s0886-1633(87)80028-4.

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Knapp, Roselyn M. "Educational Evaluation." Otolaryngologic Clinics of North America 18, no. 2 (May 1985): 345–52. http://dx.doi.org/10.1016/s0030-6665(20)31873-9.

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HURJUI, Elena. "EDUCATIONAL EVALUATION AND EVALUATION OF SCHOOL PERFORMANCES RESULTS - FROM THEORY TO EDUCATIONAL PRACTICE." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 397–402. http://dx.doi.org/10.19062/2247-3173.2018.20.53.

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Nixon, Jon. "What is Educational about Educational Evaluation?" Westminster Studies in Education 13, no. 1 (January 1990): 13–20. http://dx.doi.org/10.1080/0140672900130103.

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Stufflebeam, Daniel, and Arlen Gullickson. "Understanding educational evaluation." Economics of Education Review 12, no. 3 (September 1993): 277. http://dx.doi.org/10.1016/0272-7757(93)90018-c.

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Everhart, Robert B., David M. Fetterman, Judith Preissle Goetz, and Margaret Diane Le Compte. "Ethnography in Educational Evaluation." Contemporary Sociology 15, no. 3 (May 1986): 450. http://dx.doi.org/10.2307/2070078.

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Glasman, Naftaly S., and Lynette Diamond Glasman. "Educational Reform and Evaluation." Educational Administration Quarterly 24, no. 4 (November 1988): 438–45. http://dx.doi.org/10.1177/0013161x88024004008.

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Huber, J. T., and N. B. Giuse. "Educational Software Evaluation Process." Journal of the American Medical Informatics Association 2, no. 5 (September 1, 1995): 295–96. http://dx.doi.org/10.1136/jamia.1995.96073831.

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Ingle, Henry T., J. P. Baggaley, A. Duby, and A. Lewy. "Evaluation of Educational Television." Educational Evaluation and Policy Analysis 10, no. 4 (1988): 346. http://dx.doi.org/10.2307/1164176.

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Dissertations / Theses on the topic "Educational evaluation"

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Tafur, Puente Rosa María. "On educational institutions evaluation." En Blanco y Negro, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117106.

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This article aims to provide a view on the importance of institutional evaluations in educational programs that strive for continuous improvement. Furthermore, the article analyzes the concept of evaluation, explores some quality management models, and suggests the measures required for the design and implementation of an institutional evaluation process within the organization or one of its areas.
El artículo plantea la importancia de la evaluación institucional como parte inherente de la gestión de todo centro o programa educativo orientado al mejoramiento continuo. Además, analiza el concepto de evaluación, presenta algunos modelos de gestión de la calidad, y desarrolla las dimensiones necesarias para el diseño y ejecución de un proceso de evaluación institucional. Por último, indica algunas dificultades que podrían limitar la aplicación de la evaluación en la institución educativa.
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Raymond, Jillynne K. "Evaluating One Public School District's Teacher Evaluation Program and its Implementation| A Qualitative Case Study." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284435.

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This qualitative case study analyzed a teacher development and evaluation program implemented in an independent school district in Southeast Minnesota. Teacher effectiveness is a complex construct, which makes teacher evaluation challenging. Three stakeholder group’s perspectives were analyzed in this multiyear qualitative case study. Through interviews, teachers and administrative team members’ perspectives were gathered in the 2011-2012 academic school year and the implementation team members’ perspectives were gathered five years later in the 2016-2017 academic school year. The qualitative data was analyzed to answer the research sub-questions: (a) how and to what extent did the 2011-2012 implementation of the district’s Teacher Professional Growth Protocol build a foundation to meet the 2014-2015 Minnesota Statute requirements on teacher evaluation?, (b) how and to what extent did the district’s Teacher Professional Growth Protocol engage teachers in reflective practice focused on growth?, and (c) how and to what extent did the district’s Teacher Professional Growth Protocol build a foundation for continuous improvement? Triangulated data indicated commonalities as well as discrepancies in perspectives resulting in two lessons learned: (1) research and practice align; bridging the two is a concern; and (2) continued and expanded application of implementation science is needed for system effectiveness. There is a discrepancy bridging research and practice, which this study demonstrates. The findings indicate a strong need to reallocate time to meet the needs of a public school district to develop its teachers and to grow their effectiveness.

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Hartley, Mavis E. "Evaluation of an innovative nurse educational programme of nurse education." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11869/.

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In 1984 the English National Board (the newly appointed controlling body for nurse education in England) invited schools of nursing to submit innovatory and progressive programmes for nurse education. Basis for selection was the capacity of the programmes to begin to address the demands for a new type of nursing practitioner. The programmes were to be aimed at providing an education that would enable the nurse of the future to adapt to the changing needs created by an increasingly dynamic nursing profession. It was proposed that the selected programmes would act as forerunners for new educational initiatives and facilitate the transition to a more clearly oriented nursing approach. The longitudinal study was designed to evaluate the effectiveness of one of the selected pilot educational programmes. It was premised on the assumption that traditional hierarchical nurse educational approaches may affect student self esteem and in consequence the ability of the qualified nurse to achieve the self confidence required for independent professional practice and self-growth. It rests on the argument that a positive self image and external locus of control allows nurses to become self assertive, confident and dynamic practitioners capable of embracing and initiating change in response to predicted continuing change in psycho-social health demands. The innovations introduced in the pilot scheme included the adoption of a humanistic, student centred, adult educational model of teaching/ learning approach that focuses on promoting self worth in its learners. This led to the study proposal that the effectiveness of the course can be evaluated by focusing on whether the educational changes eliminate the potentially destructive effects of earlier courses on nursing students by enhancing their self concept to the benefit of their self confidence in practice during supervised training and after qualifying. The study draws on the theories of the Self, on Attribution Theory. Social Learning Theory and in particular Adult Educational Theory with its focus on recognition of self-worth. It utilises an eclectic illuminative evaluation method that encompasses a balance between quantitative measurement and qualitative information. The results of measurements taken of students values and perceptions of themselves and their chosen profession on entry and at differing stages of the course. Are recorded together with further measurements undertaken by a sample of course graduates after a period of practice. Methods included the use of self designed and standardised instruments and individual and group interview techniques. The descriptive study also explores and compares the demographic characteristics, values, expectations and learning preferences particularly in relation to developing qualities of learner independence and student directedness. An overall participative approach takes into account the varying information needs of its diverse potential audience. The study design recognised the importance of ensuring that the evaluation had a formative component to allow it to offer an improvement function to the quality of study of the students who participated in the various evaluation measures during their own educational process. The findings demonstrated that the programme was successful in achieving its aims. But post course enquiries into the course graduates initial staff nurse experiences, revealed a marked fall in self confidence when they were first confronted with responsibility and accountability. The high anxiety levels, and fears of 'not knowing' how to carry out more complex procedures led to the recommendation that the initial period of preceptorship should include a supernumerary interval in which the newlv qualified staff nurse could be free to 'catch up' on experiences not encountered during the clinical allocations. It is envisaged that the findings will be of interest to the wider nurse educational arena at both local and national level. It will assist not only nurse education programme planners and those implementing the Project 2000 initiatives but also educationalists in compulsory, further and higher education. Finally as a direct record of the effects of the most fundamental changes in nursing history, it has the potential for becoming a source document for future nurse historians.
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Hinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.

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Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.

This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.

The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.

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Mensa-Bonsu, Queenstar. "A Mixed Method Meta-Evaluation of a Usaid Project in Sub-Saharan Afirca: Case of Ghana." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624583321481425.

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Mensa-Bonsu, Queenstar. "A Mixed Method Meta-Evaluation of a Usaid Project in Sub-Saharan Africa: Case of Ghana." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624583321481425.

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Norris, N. "Key problems in educational programme evaluation." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381747.

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King, Melanie R. N. "The realist evaluation of educational technology." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/27554.

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PURPOSE. This thesis considers the best way to address the challenges faced by educators, institutions and funding bodies trying to not only develop and implement educational technology successfully but tackle the challenge of understanding and evidencing what works (and what does not) and why. The aim of the research was to find and validate an evaluation method that provided usable and useful evidence. APPROACH. A range of evaluations were undertaken to elicit the strengths and weaknesses of different approaches, augmented by drawing upon the experiences and outcomes published by others. An analysis of the issues was made and significance of the problem established. The problem being premature timing, unsuitable models, rapid change, complex implementation chains, inconsistent terminology, ideology and marketisation. A tailored realist evaluation framework was proposed as an alternative method and it was tested to evaluate an institutional lecture capture (LC) initiative. FINDINGS. The theory-driven realist approach provided a level of abstraction that helped gather evidence about wider influences and theories of potential future impact of the LC programme and its linked policy. It proved valuable in generating real and practical recommendations for the institution, including what more could be done to improve uptake and support embedding in teaching and learning, from practice, policy and technological points of view. It identified some unanticipated disadvantages of LC as well determining how and when it was most effective. PRACTICAL IMPLICATIONS. A Realist Evaluation of Technology Initiative (RETI) framework has been produced as tool to aid the rapid adoption of the approach. Recommendations for future research and seven guiding principles have been proposed to encourage the formation of a community of realist evaluative researchers in educational technology. ORIGINALITY/VALUE. The rigorous application of a tailored realist evaluation framework (RETI) for educational technology (including the development of two Domain Reference Models) is the primary contribution to new knowledge. This research is significance because it has potential to enable the synthesis of evaluation findings within the sector. This will enable an evidence-base of what works, for whom, in which contexts and why, ultimately benefiting policy-makers and practitioners to support better informed decision making and investment in education.
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SHAUGHNESSY, MICHAEL RYAN. "EDUCATIONAL SOFTWARE EVALUATION: A CONTEXTUAL APPROACH." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021653053.

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Hurst, Victoria. "Researching self-evaluation by educational practitioners." Thesis, Goldsmiths College (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402189.

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Books on the topic "Educational evaluation"

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James, Popham W. Educational evaluation. 3rd ed. Boston: Allyn and Bacon, 1993.

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James, Popham W. Educational evaluation. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1988.

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C, Greene Jennifer, Abma T. A, and American Evaluation Association, eds. Responsive evaluation. San Francisco, Calif: Jossey-Bass, 2001.

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University of East Anglia. Centre for Applied Research in Education., ed. Understanding educational evaluation. London: Kogan Page [in association with CARE], 1990.

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Norris, Nigel. Understanding educational evaluation. New York: St. Martin's Press, 1990.

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Dan, McDougall, and Marini Anthony, eds. Educational measurement and evaluation. Dubuque, Iowa: Kendall/Hunt, 1992.

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D, Pace Vernon, Buser Robert L, and National Study of School Evaluation., eds. Evaluative criteria for the evaluation of secondary schools. 6th ed. Falls Church, VA (5201 Leesburg Pike, Falls Church 22041): National Study of School Evaluation, 1987.

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Québec (Province). Commission d'évaluation de l'enseignement collégial. Evaluating institutional policies on program evaluation: General guidelines. Québec: La Commission, 1994.

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Association, American Evaluation, ed. Evaluation models. San Francisco: Jossey-Bass, 2001.

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Council of Ministers of Education (Canada), ed. Software evaluation: Criteria for educational computer software evaluation. Toronto: Council of Ministers of Education, Canada, 1985.

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Book chapters on the topic "Educational evaluation"

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Margolis, Judith, and Barbara K. Keogh. "Educational Evaluation." In Diagnosis and Management of Learning Disabilities, 83–100. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-7272-9_5.

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Lansing, Margaret D. "Educational Evaluation." In Diagnosis and Treatment of Autism, 151–66. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0882-7_11.

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Yu, Shengquan, and Yu Lu. "Intelligent Educational Evaluation." In An Introduction to Artificial Intelligence in Education, 125–40. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2770-5_6.

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Sommer-Farias, Bruna, and Ana M. Carvalho. "Portuguese Language Program Evaluation." In Educational Linguistics, 167–70. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-43654-3_13.

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Eisner, Elliot. "Educational Connoisseurship and Educational Criticism: An Arts-Based Approach to Educational Evaluation." In International Handbook of Educational Evaluation, 153–66. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0309-4_11.

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Hawkridge, David, and John Robinson. "Evaluation of Effects." In Organizing Educational Broadcasting, 110–33. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003392316-7.

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Bond, M. Aaron, and Barbara B. Lockee. "Evaluation." In SpringerBriefs in Educational Communications and Technology, 39–43. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03626-7_6.

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Stronge, James H. "Evaluating Educational Specialists." In International Handbook of Educational Evaluation, 671–93. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0309-4_38.

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Huang, Ronghuai, J. Michael Spector, and Junfeng Yang. "Educational Project Design and Evaluation." In Educational Technology, 165–77. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6643-7_10.

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Omolewa, Michael, and Thomas Kellaghan. "Educational Evaluation in Africa." In International Handbook of Educational Evaluation, 465–81. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0309-4_29.

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Conference papers on the topic "Educational evaluation"

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Fanta, Petr, Lenka Mynaříková, and Lucia Dobrucká. "EDUCATIONAL PROJECTS EVALUATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0972.

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Dumitrache, Anisoara. "EDUCATIONAL PLATFORMS EVALUATION FRAMEWORK." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-168.

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The emergence of distance learning and other alternative forms of education was a natural response of educational demands, their growth being supported by the ICT development. In the same way, the massive open online courses had even a greater rate of development and currently enjoys a great popularity (universities joined the concept declared million students enrolled). The term of lifelong learning is now, in 2015 more topical, perhaps more than it was in 1972, remaining an act of assumed individual responsibility. The success of an educational programme carried through distance learning does depend by its characteristics, mainly by overcoming physical barriers, and all derived effects. The use of virtual environments for learning is no longer a novelty, being used for a long time, with different results. The offer for online learning environments is generous and wide. This comes with some difficulties: the selection and implementation processes become challenging and the results are not always satisfactory. The same platform can have different results in terms of use and efficiency in different institutions, depending on a series of external factors which have to be taken into account when a platform will be implemented. When it comes to the main indicators which make a platform to be a successful experience this are various and must cover all the facets of an educational experience, covering all the user possible demands. We started from the assumption that, the platform's characteristics, although similar, have a different impact on users (impact measured by the frequency of accessing the platform in general and of certain services in particular). Thus, some services are more widely used than others and more than that, some facilities offered by the platform, there are almost never accessed by users, their existence and integration platform being decided by default and developers. The aim of this paper is to present the result of a study conducted in order to identify possible indicators which makes the selection of platform easier and adapted to user (students, didactical staff, administrative staff) needs.
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Matulčíková, Marta, and Daniela Breveníková. "QUALITY OF EDUCATION AND SYSTEMS–BASED EDUCATIONAL EVALUATION." In 44th International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.044.029.

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Skutil, Martin, Kateřina Bachtíková, Barbora Šimůnková, and Helena Štětková. "SELF-EVALUATION AS AN EDUCATIONAL TREND IN PRIMARY EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0228.

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Chalmers, Denise, Beatriz Moya, and Hector Turra. "A framework for the evaluation of educational development programs in higher education in Chile." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7997.

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This paper outlines the experience of evaluating the impact of educational development in Chilean higher education drawing on the example of the Universidad Católica de Temuco. The aim is to demonstrate the importance of a implementing a robust and flexible evaluation and impact framework to identify the effectiveness of education development programs. The rationale and processes that informed the development of the evaluation and impact framework are described and then illustrated with one example, the Faculty Learning Communities (FLC) program. The example shows how the overall framework is contextualised in a specific program, drawing on indicators and outcomes to demonstrate its flexibility and robustness. The rich evidence gathered has been used to inform the educational developers on the effectiveness of their work, and the faculty participants on their knowledge and practice. Just as importantly, it has informed the institution about the impact of the programs and student engagement. The evaluation framework provides a Chilean example informed by international best practice.
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Clipa, Otilia. "Evaluation Anxiety in Educational Activities." In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.3.

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Li, Tongru. "The Evaluation for Educational Investments." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.190.

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Osma, Jose Ignacio Palacios, Jose Andres Gamboa Suarez, Carlos Enrique Montenegro Marin, and Jose Ignacio Rodriguez Molano. "Metric LMS: Educational evaluation platforms." In 2016 11th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2016. http://dx.doi.org/10.1109/cisti.2016.7521434.

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Besbes, Riadh, Adel M. Alimi, Mohamed Moncef Benkhelifa, and Philippe Gorce. "Intelligent evaluation in educational context." In IEEE EDUCON 2010 Conference. IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492548.

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Tsagaris, Apostolos, and Maria Chatzikyrkou. "Usability Evaluation of Educational Robotics." In ICEMT 2023: The 7th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3625704.3625719.

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Reports on the topic "Educational evaluation"

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Thomas, Sally, W. J. Peng, H. S. Tian, and J. Z. Li. Improving educational evaluation and teacher development in China. Unknown, October 2011. http://dx.doi.org/10.35648/20.500.12413/11781/ii056.

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Hanushek, Eric. Addressing Cross-National Generalizability in Educational Impact Evaluation. Cambridge, MA: National Bureau of Economic Research, January 2019. http://dx.doi.org/10.3386/w25460.

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Severin, Eugenio, Denise Falck, and Claudia Peirano. Technologies for Education: Basic Guidelines for Project Evaluation. Inter-American Development Bank, March 2012. http://dx.doi.org/10.18235/0008993.

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The use of technologies within educational settings has become a priority for governments of developing countries. Investment in Technologies for Education (TEd), which has the goal of improving the quality of education and making it relevant to 21st century realities, has grown steadily during the past decade. However, efforts involving the evaluation of such projects have been inadequate thus far. The evaluation of educational technology projects is critically important, since it allows us to learn from the experience of carrying out such programs while providing vital information on expected results. The present document is intended for those who design, implement, and make decisions with respect to TEd. Its purpose is to foster the development of increasingly rigorous monitoring and evaluation processes that in turn lead to richer experiences that are more focused, effective, and sustainable.
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Halloran, Margaret E. Cadet Personalized Educational Gateway: Design and Evaluation of the User Interface. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada496074.

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Kipp, Scott, Jessica Cruz, Gita Steiner-Khamsi, Pablo Ibarrarán, and Emma Näslund-Hadley. OLPC Pre-Pilot Evaluation Report (Haiti). Inter-American Development Bank, June 2009. http://dx.doi.org/10.18235/0011127.

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This working paper discusses the One Laptop Per Child (OLPC) pilot program carried out by the Haitian Ministry of Education and Vocational Training (MENFP) conducted in collaboration with the IDB. The OLPC pre-pilot project was implemented at the Ecole Nationale Republique du Chili (ENRC), an all-female public school located in Port-au-Prince. Because the school year had ended before the OLPC pre-pilot began, the project was conducted as a summer camp entitled "XO Camp," held on June 30th-July 18th, 2008. The camp enrolled 116 student participants and the XO laptop, an educational tool designed by One Laptop Per Child (OLPC), a nonprofit organization headquartered at the Massachusetts Institute of Technology, was selected as the educational device for the initial implementation. Although the original intention was to create a context of one-to-one computing, the XO Camp operated primarily with one-to-two computing owing to an unexpected shortage of XO laptops.
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Vos, Rob. Educational Indicators: What's to Be Measured? Inter-American Development Bank, January 1996. http://dx.doi.org/10.18235/0011588.

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Currently, numerous strategies and new initiatives for improving quality of schooling at the primary and secondary levels are being considered and implemented, with strong support from multilateral agencies, including the World Bank and the IDB. These initiatives include increasing availability and quality of teaching materials, in-service training of teachers, improvement of teaching methods, supply of subsidized breakfast and lunches at school, etc. There is little dispute these are important and necessary interventions. However, the design, monitoring and evaluation of the cost-effectiveness of these programs and of the educational sector in general is hampered by persistent deficiencies in the quality and timely availability of educational statistics. The objective of the present paper is to provide a framework for the identification of relevant educational indicators. Which are relevant types of information depends on what one wishes to analyze for which policy need. Accordingly, the paper conceptualizes two typologies. The first identifies different types of operational educational indicators, distinguishing between input, access, output and outcome indicators to show that an appropriate information system requires to cover the whole process from supplying educational services, demand factors and accessibility, to results in terms of educational performance and externalities derived from enhanced human capital formation. The second typology distinguishes various types of policy-relevant analysis, such as the assessment of educational performance and needs, cost-effectiveness analysis of educational programs, impact evaluation and assessment of externalities. The informational needs in terms of indicators are specified for each type of policy analysis. The paper concludes with a specification of priority needs in data improvement.
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7

Bastos, Fabiano, Rogério Boueri, Maria Cristina Mac Dowell, and Emilio Pineda. Analysis of Public Spending: An Evaluation Methodology for Measuring the Efficiency of Brazilian State Spending on Education. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0007981.

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This study uses Data Envelopment Analysis (DEA) to evaluate the efficiency of state public education systems in Brazil. State government spending on education and state gross domestic product are interpreted as input variables, with the latter being non-discretionary. Output variables are based on the number of state public school students taking the ENEM (Exame Nacional do Ensino Médio, a national exam taken at the end of high school studies) and the Prova Brasil (a national exam taken at the end of the 5th and 9th grades) and their scores on these exams. Variables were not scaled per capita in order to allow us to draw conclusions about economies of scale. The main result was a negative correlation between per capita state spending on education and the relative efficiency of the state educational system, indicating that there is a limit to per capita educational spending beyond which technical efficiency in educational programs falls significantly.
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8

Fitz, Julie, Stephanie Levin, and Marjorie E. Wechsler. Developing educational leaders in California: The 21st Century California School Leadership Academy. Learning Policy Institute, May 2024. http://dx.doi.org/10.54300/515.306.

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The purpose of this study was to understand how 21CSLA is meeting the professional learning needs of educational leaders, how the academy fits within the broader state infrastructure for supporting educational improvement, and how state agencies can enable 21CSLA to contribute to an effective educational leader workforce. The study is based on a review of internal and external evaluation results; materials posted on California Department of Education (CDE), 21CSLA State Center, and regional academy websites; and interviews with regional academy leaders, State Center leaders, and internal and external program evaluators.
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9

Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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10

Cueto, Santiago. Empirical Information and the Development of Educational Policies in Latin America. Inter-American Development Bank, October 2005. http://dx.doi.org/10.18235/0008713.

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This paper discusses the links between empirical information and the development of educational policies in Latin America. The data presented in this paper comes from responses to a questionnaire sent to Vice Ministers of Education in six countries of the region: Argentina, Brazil, Ecuador, Paraguay, Peru and Uruguay. The study's principal objectives were to describe what information was available and to understand how the information available in their countries proved useful in the design and evaluation of programs and policies. The results are presented with both statistics and qualitative analysis, and include formal evaluation mechanisms, achievement assessments on a national scale, and examples of policy development. This paper was prepared for the Hemispheric Meeting of the Regional Policy Dialogue held on November 7th and 8th, 2005 in Washington, DC.
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