Chapter
A. Creating a Well-Designed Evaluation System
B. Leading Universities Towards Greater Autonomy
C. Improving the Quality of University Management, Efficiently Allocating Education Funding
A. Training Professional Evaluators
B. Increasing Evaluation Funding
C. Designing Evaluation Indicators and Methods
D. Implementing Self Evaluation
E. The Fairness of Evaluators
F. Procedure for Generating Evaluation Results
G. Ways of Presenting the Evaluation Results
H. Evaluation Follow-Up Mechanism
Chapter 2 EDUCATIONAL EVALUATION IN SINGAPORE: CURRENT STATUS AND FUTURE CHALLENGES
EDUCATION SYSTEM IN SINGAPORE
EDUCATIONAL EVALUATION OF SCIENCE AND MATHEMATICS LEARNING AT THE PRIMARY LEVEL
EDUCATIONAL EVALUATION OF SCIENCE AND MATHEMATICS LEARNING AT THE POST PRIMARY LEVELS
INSTITUTIONAL EVALUATION OF SCHOOLS IN SINGAPORE
Chapter 3 EDUCATIONAL EVALUATION IN SOUTH KOREA: CURRENT ISSUES AND FUTURE PROSPECTS
II. SCHOOL ACTIVITIES RECORDS (SAR)
III. NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT (NAEA)
IV. COLLEGE SCHOLASTIC ABILITY TEST (CSAT)
V. TEACHER COMPETENCE DEVELOPMENT EVALUATION (TCDE)
VI. TEACHER EDUCATION INSTITUTE ACCREDITATION SYSTEM (TEIAS)
VII. CURRENT ISSUES AND FUTURE PROSPECTS
Chapter 4 DEVELOPMENT OF EDUCATIONAL EVALUATION AND CHALLENGES OF PRACTICING EDUCATIONAL EVALUATION IN THAILAND
EDUCATIONAL STANDARDS AND QUALITY ASSURANCE
National Education Standards
Educational Standards for Internal Quality Assurance
Educational Standards for External Quality Assessment
1) Educational Standards for External Quality Assessment at Basic Education Level
2) Educational Standards for External Quality Assessment at Higher Education Level
DEVELOPMENT OF A QUALITY ASSURANCE SYSTEM
Internal Quality Assurance
External Quality Assessment
PROFESSIONAL STANDARDS FOR TEACHERS
Standards of Professional Knowledge and Experience
Present Status of Basic Education
Basic Education Curriculum
(1) Basic Education Curriculum at the National Level
(2) Basic Education Curriculum at the Institutional Level
ACADEMIC ACHIEVEMENT ASSESSMENTS IN BASIC EDUCATION
Educational Assessments at the Institutional Level
Educational Tests at the National Level
Current Issues and Policy Recommendations
1. Quality Assurance System
At the Institutional level
ACADEMIC ACHIEVEMENT ASSESSMENT FOR HIGHER EDUCATION
Access to Higher Education
Reform of the Higher Education Admission System
(1) The Direct University Admission System
(2) The Central University Admission System (CUAS)
(3) Special Programmes and the Quota System
New Designs, New Challenges and Policy Recommendations
(3) Policy Recommendations
Chapter 5 EDUCATIONAL EVALUATION IN HONG KONG: STATUS AND CHALLENGES
II. CONTEXT AND OVERVIEW OF EDUCATIONAL EVALUATION IN HONG KONG
III. QUALITY ASSURANCE, SELF-EVALUATION AND SCHOOL IMPROVEMENT FOR HONG KONG SCHOOLS
IV. BASIC COMPETENCY ASSESSMENT AS “STATE” EVALUATION: A FORM OF SYSTEM EVALUATION
V. TEACHER (STAFF) APPRAISAL AS A FORM OF SCHOOL-BASED TEACHER EVALUATION
VI. INITIAL OBSERVATIONS ON PRINCIPALS’ AND TEACHERS’ PERCEPTIONS OF QUALITY ASSURANCE MEASURES (E.G., ESR AND SSE, TSA AND TEACHER APPRAISAL)
PART II. VARIATIONS AND EVOLUATION
Chapter 6 EDUCATIONAL EVALUATION AND QUALITY ASSURANCE: THE CASE OF HONG KONG
THE QUALITY ASSURANCE MOVEMENT IN HONG KONG
QUALITY ASSURANCE THROUGH SELF-EVALUATION
What Is School Self-Evaluation?
The Basic Steps in School Self-Evaluation
A Bottom-Up Approach to School Self-Evaluation in Hong Kong
SETTING-UP A SELF-EVALUATION FRAMEWORK
Relationships among Performance Indicators, School Improvement and Educational Research
Theoretical Framework for Educational Evaluation
A Standardized Set of Performance Indicators for Comparison
Sets of School-Based Performance Indicators
CONCRETE BENEFITS TO SCHOOLS
THE EFFECTIVENESS OF THE IMPLEMENTATION OF SCHOOL SELF-EVALUATION IN HONG KONG
Factors That Hindered the Implementation of SSE
Hindrances at the System Level
Hindrances at the School Organizational Level
Factors That Facilitated the Implementation of SSE
Facilitators at the System Level
Facilitators at the School Organizational Level
Chapter 7 SCHOOL-BASED ASSESSMENTS (SBA): IMPLEMENTATION AND CHALLENGES IN THE MALAYSIAN CONTEXT
2. THE MALAYSIAN EDUCATIONAL AND EXAMINATION SYSTEM
2.1. Assessments and Public Obsessions
2.2. Chinese High Schools
3. THE NEGATIVE INFLUENCE OF THE EXAMINATION ORIENTATION
3.2. Exam-Orientation in Instructional Strategy and Private Tuition
4. DILUTING THE INFLUENCE OF EXAM-OBSESSION: THE MINISTRY’S EFFORTS
4.1. School-Based Projects and Formative Assessments
4.2. The Planned New Role of ICT in Assessment and Smart Schools
4.3. Blueprint for Educational Development
5. SCHOOL-BASED ASSESSMENT: THE ROAD MAP
5.2. A Culture with an Entrenched Examination-Orientation
Chapter 8 CURRENT ISSUES REGARDING THE SCHOOL EVALUATION SYSTEM IN JAPAN
1. HISTORICAL DEVELOPMENT OF THE SCHOOL EVALUATION SYSTEM IN JAPAN
2. EVALUATION GUIDELINES FOR COMPULSORY EDUCATION SCHOOLS
3. SCHOOL EVALUATION AS A MEANS OF STRUCTURAL REFORM OF THE EXISTING COMPULSORY EDUCATION SYSTEM
4. CONCERNS ABOUT THE SCHOOL EVALUATION SYSTEM
5. MEASURES TO ADDRESS THE PROBLEMS
Chapter 9 TEACHER EVALUATION IN THAILAND: CURRENT ISSUES AND FUTURE PROSPECTS
3. QUANTITY AND QUALIFICATIONS OF TEACHERS
3.1. Number of School Teachers in Basic Education in 2001-2005
3.2.Number of Faculty in Higher Education, (Academic Year) 2001-2005
3.3. Number and Qualifications of School Teachers, (Academic Year) 2004
4. TEACHER CLASSIFICATION FRAMEWORK AND SALARY STRUCTURE IN PUBLIC SCHOOLS
5. TYPES OF TEACHER EVALUATION
Induction Program Evaluation
Annual Performance Evaluation
Academic Status Evaluation
6. CURRENT ISSUES IN TEACHER EVALUATION
6.1. Criteria for Performance-Based Teacher Evaluation
6.2. Professional Judgment in Teacher Performance Assessment
7. FUTURE PROSPECTS OF TEACHER EVALUATION
8. IMPLICATIONS AND CONCLUSIONS
Chapter 10 PISA AS A CATALYST FOR CAPACITY BUILDING FOR EDUCATIONAL EVALUATION IN MACAO
2. FORGING LINKS AND PROMOTING DIALOGUES WITHIN AND ACROSS THE VARIOUS OPERATIONAL LEVELS AND ADMINISTRATIVE INFRASTRUCTURE OF PISA PROJECTS
3. FIRST-HAND UNDERSTANDING OF PERSPECTIVES LEADING TO A LITERACY ASSESSMENT FRAMEWORK FOR TEST UNITS DESIGN
4. FIRST-HAND UNDERSTANDING OF CONCEPTUAL FRAMEWORKS THAT WILL MAKE POSSIBLE A ROADMAP FOR QUESTIONNAIRE DESIGN
5. CUTTING-EDGE METHODOLOGIES FOR HANDLING WEIGHTING AND SAMPLING ERRORS IN COMPLEX SAMPLING DESIGN
6. CUTTING-EDGE METHODOLOGIES FOR HANDLING SCALING AND MEASUREMENT ERRORS IN COMPLEX TEST BOOKLET DESIGN
7. WELL-PLANNED STRATEGIES FOR DISSEMINATING PISA RESULTS TO PARTICIPATING SCHOOLS AND THE PUBLIC
8. PIONEERING RESEARCH AND DEVELOPMENT IN THE ASSESSMENT OF ELECTRONIC READING LITERACY
Educational Evaluation in East Asia: Emerging Issues and Challenges
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