Value-added Assessment in Postsecondary Schools, Theoretical Approaches and Research Results in the Czech Republic

Josef Malach, Martin Malcík

Abstrakt


The study brings summary of the state of theoretical cognition concerning value-added assessment of a school. The study also defines the key terms and development of this relatively new sphere of interest of current pedagogy and educational policy. It pays attention to the problems of purpose of value-added assessment. The value-added assessment as a concept itself integrates findings of many theoretical and practical disciplines and findings of an area of realization and monitoring of educational service, especially Educational Assessment, Educational Evaluation, Educational Policy and School Management. After an overview of actual approaches and experiences, the study introduces the methodological frame of value-added assessment through relative gain of knowledge methodology. It presents results of main stages of the pilot value-added assessment performed on the complex of students from Moravian-Silesian region of the Czech Republic and adjudicates the used procedure of assessment by selected criteria. In the end, the study formularizes recommendations for another procedure for introducing of this evaluation instrument to the educational systems.


Słowa kluczowe


value-added of school; relative gain of knowledge; presentation and interpretation outcomes of value added assessment

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Bibliografia


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