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RISS 인기검색어
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- 저자 : ( Cankargasper(phd) ) (검색결과 1 건)
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( Bren Matevz(phd) ),( Cebulj Nace(m. Sc. ) ),( Cankargasper(phd) ),( Zupanc Darko(phd) ) 한국품질경영학회 2015 한국품질경영학회 학술대회 Vol.2015 No.2
Purpose In countries all over the world, School Performance Feedback Systems (SPFSs) were implemented: ZEBO project in the Netherlands, Each school its own mirror in Belgium, RAISEonline in United Kingdom, CEM in England, Scotland, the Netherlands, Australia, New Zealand, and Hong Kong, etc. SPFSs are professional monitoring systems defined as external information systems that provide schools with confidential information on their performance and functioning as a basis for selfevaluation. With SPFSs and data driven selfevaluation the continuous Plan, Do, Check, Act (PDCA) cycle is implemented in everyday school teaching and learning practices. Assessing (checking) and variability analysis are key steps in a continuous PDCA process, as well as in further planning of establishing and assuring the quality of education at all levels. Method In collaboration with the National Examination Centre (Ric) and with the support of the Slovene Ministry of Education and Sport and the European Social Fund we developed the Assessment of/for Learning Analytic Tool (ALAT) - an online programme tool that enables teachers, headmasters and decisionmakers to access examination database to compare, analyse and interpret students’ achievements. In addition, the tool identifies trends and school’s value added. For its exact calculation, corrections for student’ socio-economic status (SES) are needed. There is widespread agreement in education effectiveness research (EER) that students’ SES has an important impact on students’ achievements. The “big three” components of students’ SES construct are family income, parental educational attainment, and parental occupational status. Assessing SES by means of questionnaires is unreliable (and impossible for all students’ population). Therefore, we aim to use existing data on family members, households, citizenship, nationality, education and assets gathered by the Statistical Office of the Republic of Slovenia (SURS). Based on these data, the SES index will be determined for all selected groups of students. Limitation/implication The linking of the data gathered by the SURS with the data gathered by the Ric will be of key importance, but will also have to be handled with great care because of sensitive personal information. The linkage of data on students should be done on a micro level, but on the other hand for measuring class or school equity and efficiency only aggregated data in a loose form are needed for a class or school: low, average, or high SES. Social implications and value of paper In our paper a preliminary study on SES index calculation will be presented based on pilot attempt to connect the two databases. The aim of our research project is to create a certificated computer programme that would connect the two (SURS and Ric) databases on the micro level and provide the output of the SES on the class and/or school level. Then classes and schools with low SES and average or even high students’ outcomes will be detached what will be of great benefit: The teaching and learning practices, ways of facing bullying, ways of improving teaching and learning environment etc. of these classes (teachers) and schools (headmasters) would then form exemplary good practices for all the others.
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