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Open Access Over de validiteit van indicatoren voor schooleffectiviteit

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Abstract

On the validity of school performance indicators

School performance indicators are generally considered to be important elements in programs for school improvement and external accountability. In this article five indicators are described, of varying origin. Three are in use by the Dutch Inspectorate of Education, while the other two are used mainly for research purposes; four are based on a value-added approach, one on school mean proficiency. The indicators are compared against a frame of six validity criteria, including for instance measurement precision and topicality. It is concluded that all five indicators show shortcomings, be it in varying degree. In the discussion three factors are explored that hamper the measurement of school performance in terms of learning outcomes. Better understanding of school performance indicators requires insight into the process variables that distinguish effective schools from less effective schools. The stronger process variables like teacher qualities and effective learning time are related to school performance indicators, the more valid these indicators are to be considered.
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Keywords: accountability; school effectiveness; school performance indicators; value added

Document Type: Research Article

Affiliations: Alle vier de auteurs waren ten tijde van het schrijven van dit artikel werkzaam bij het Kohnstamm Instituut van de Universiteit van Amsterdam: Henk Blok, Jaap Roeleveld en Joost Meijer als senior onderzoeker, Merlijn Karssen als junior onderzoeker. De twee eerstgenoemden hebben het Kohnstamm Instituut inmiddels verlaten., Email: [email protected]

Publication date: March 1, 2016

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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