Using the Results of a National Assessment of Educational Achievement

Using the Results of a National Assessment of Educational Achievement


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Using the Results of a National Assessment of Educational Achievement by Omowunmi Ladipo, Vincent Greaney, Scott Murray

This book describes effective approaches to reporting and using data from national educational assessment exercises in order to improve the quality of students; learning. Chapter 1 outlines some of the main factors affecting the utilization and non-utilization of national assessment findings. Chapters 2 and 3 describe the types of report that are needed to inform users of the findings of an assessment. Chapter 4
outlines general issues that merit consideration in translating assessment findings into policy and action. This is followed by chapters on the specific uses of national assessment data for policy and educational management, for teaching, and to promote public awareness. The concluding chapter identifies conditions that are likely to optimize use of the findings of a national assessment and suggests ways in which national assessment activities could be modified and enhanced with a view to increasing their value to users.

Product Details

ISBN-13: 9780821379295
Publisher: World Bank Publications
Publication date: 06/23/2009
Series: National Assessments of Educational Achievement , #5
Pages: 192
Product dimensions: 7.00(w) x 9.90(h) x 0.50(d)

Table of Contents

Foreword xi

Acknowledgments xiii

Abbreviations xv

1 Factors Affecting the use and Nonuse of National Assessment Findings 1

The Political Context of a National Assessment 3

Accountability 5

The Quality of the Assessment Instrument 15

Type of Assessment 17

Underuse of National Assessment Findings 20

Conclusion 24

2 Reporting a National Assessment: The Main Report 29

Context of the National Assessment 31

Objectives of the National Assessment 31

Framework for the National Assessment 32

Procedures in Administration of the National Assessment 32

Description of Achievement in the National Assessment 33

Correlates of Achievement 37

Change in Achievement Over Time 42

Conclusion 45

3 Reporting a National Assessment: Other Instruments to Communicate Findings 47

Product Specification Sheet 48

Briefing Ministers and Senior Policy Personnel 49

Publishing Summary Reports 50

Publishing Technical Reports 53

Publishing Thematic Reports 56

Securing Media Reports 56

Issuing Press Releases 58

Holding Press Conferences 62

Conducting Individual Briefings 63

Posting Web Site Reports 63

Making Assessment Data Available 64

Other Dissemination Instruments 66

Conclusion 67

4 Translating Assessment Findings into Policy and Action 69

Institutional Capacity to Absorb and Use Information 70

Trustworthiness and Relevance of Information Provided by an Assessment 71

Procedures to Identify Appropriate Policy or Action Following an Assessment 71

Determination of a Systemwide or Targeted Intervention 75

Complexity of Policy Formation and Decision Making 76

Conclusion 77

5 National Assessment Findings, Policy, and Educational Management79

Describing Achievement 80

Describing Resources 81

Monitoring Achievement 82

Reviewing the Education System 84

Formulating General Policy and Assisting in Decision Making 84

Setting Standards 88

Providing Resources to Schools 90

Supporting Curriculum Revision 92

Revising Textbooks 94

Conclusion 95

6 National Assessment Findings and Teaching 97

Teachers' Professional Development 98

Focus on Schools and Classroom Teaching 108

Conclusion 121

7 National Assessment Findings and Public Awareness 125

Examples of the Use of Assessment Results to Inform the Public 127

The Role of the Media 129

Developing a Communication Strategy 130

Conclusion 132

8 Toward Optimizing the Use and Value of National Assessments 135

Optimizing the Use of National Assessment Findings 137

Developing National Assessments to Increase Their Value 139

Conclusion 146

References 147

Index 163


1.1 Issues on Which a National Assessment Can Throw Light 2

1.2 Evaluating Achievement on Limited Evidence 8

1.3 The Nagative Effect of High-Stakes Accountability Uses 10

1.4 Assigning Accountability for Student Achievement 13

1.5 Shifting the Blame for School Failure 13

1.6 Two Uses of Data from an International Assessment 20

1.7 Extent of Use of National Assessment Results, Honduras 21

3.1 Summary Report of Illinois State Grade 4 Students' Reading Achievement Levels on the 2007 NAEP: United States 51

3.2 Suggestions for Applying the PISA Approach to Teaching and Learning Mathematics: Ireland 52

3.3 Press Release Excerpt, NAEP: United States 60

3.4 Sample News Release: United States 61

3.5 Web Site, Mathematics Achievement in Primary Schools: Ireland 64

3.6 Site Map, NAEP Web Site: United States 65

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