This book draws together leading student assessment academics from across Europe exploring student monitoring policies and practices in a range of countries across 22 chapters.
The chapters in the first part offer a broad overview on student assessment covering history and current status, aims and approaches as well as methodological challenges of international student assessment. The second part presents country specific chapters provide an in depth look examining country specific policy and practices and findings of national and/or international assessments. Findings are critically discussed and recommendations are made for further development of each country's assessment context.
The book shows similarities and differences within the educational assessment landscape as well as complexity and similarities in assessment policy documents and strategies, Given the globalized world we live in today, this book fills a need in the higher educational context and is intended for for policy makers in different countries as well.
Introduction to Monitoring of Student Achievement in the 21st Century;
Heidi Harju-Luukkainen, Justine Stang & Nele McElvany.- PART I.-
International Student Assessment: Aims, Approaches and Challenges; Miako
Ikeda and Alfonso Echazarra.- History and Current State of International
Student Assessment; Dirk Hastedt.- Methodological Challenges of International
Student Assessment; Andreas Frey and Johannes Hartig.- The Assessment
Landscape in the USA - From Then to the Future; Eva L. Baker and Harold F.
ONeil, Jr.- PART II.- Monitoring Student Achievement in Austria:
Implementation, Results and Political Reactions; Claudia Schreiner, Birgit
Sucha and Silvia Salchegger.- Use of Assessments to Inform Educational
Policies in French-speaking Belgium; Dominique Lafontaine.- International and
National Assessments in Croatia; Michelle Bras Roth.- The Evolution of
National and International Assessment in England ; Liz Twist.- Educational
Assessment in Estonia ; Gunda Tire.- Educational Assessment in Finland;
Mari-Pauliina Vainikainen and Heidi Harju-Luukkainen.- Educational assessment
in Germany; Nele McElvany and Justine Stang.- The Hungarian Educational
Assessment System; Ildikó Balįzsi and Lįszló Ostorics.- Educational
Assessment in Iceland; Meyvant Žórólfsson.- The long march towards school and
student assessment in Italy; Rosalia Castellano and Sergio Longobardi.-
Large-scale assessments in the Norwegian context by Henrik Galligani Ręder;
Rolf Vegar Olsen and Sigrid Blömeke.- International Large-Scale Assessments:
Trends and Effects on the Portuguese Public Education System; Joao Marōco.-
International assessment studies in Serbia between traditional solutions,
unexpected achievements and high expectations; Dragica Pavlovic.- The history
and the context of international assessment in Serbia.- Assessment policy and
practice of Slovenia; Klaudija terman Ivani and Urka tremfel.-
Monitoring of Student Achievement in Spain; Alejandro Tiana.- Student
Assessment in the Landscape of International Large-Scale Studies; Kajsa Yang
Hansen and Stefan Johansson.- European Monitoring of Student Achievement in
the 21st Century: Summary and Outlook; Justine Stang, Nele McElvany and
Heidi Harju-Luukkainen.
Heidi Harju-Luukkainen is Professor of Education at Nord university, Norway. She holds a Ph.D. in education, special education teacher qualification and a qualification in leadership and management from Finland. She has published more than 100 international books, journal articles and reports as well as worked in more than 25 projects globally. She has developed education programs for universities, been a PI of PISA sub-assessments in Finland and functioned as board professional.Nele McElvany is a professor and the executive director of the Center for Research on Education and School Development (IFS) at TU Dortmund University and has been a member of its board of directors since 2010. She heads the working group Empirical Educational Research with a Focus on Teaching and Learning K-12. Her research is on designing in-depth, cross-sectional and longitudinal studies using questionnaires, tests, video-based observations and experimental designs with large-scale data analyses. Her work on individual, social and institutional conditions of educational processes and outcomes is nationally and internationally presented in conferences and publications.
Justine Stang is a postdoctoral researcher at the Center for Research on Education and School Development (IFS) at TU Dortmund University. She earned her PhD in Psychology in 2017. Her recent work focuses on social and educational psychology research themes like stereotype threat, instructional quality or teacher judgement accuracy. Her research is on cross-sectional and longitudinal studies using questionnaires, tests and experimental designs with large-scale data analyses. Her work is nationally and internationally presented in conferences and publications.
