Education Commons^™

The Policy-Driven Dimensions Of Teacher Beliefs About Assessment, Dennis Alonzo, Velma Labad, Jean Bejano, Florence Guerra

Australian Journal of Teacher Education

Despite the advancement of the conceptualisations of teacher assessment literacy, teachers’ assessment practices remain relatively low due to misalignment between teachers’ beliefs on assessment and principles of effective assessment practices. The current assessment reform in the Philippines has not gained significant traction despite the ongoing professional development programs focused on enhancing teacher assessment literacy. We argue that to change teachers’ exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers’ beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could …

A Correlational Study Of School Report Card Grades And Degrees Of Poverty, Morgan V. Blanton

Journal of Organizational & Educational Leadership

This study explores the ways in which public schools are evaluated and the results are reported in North Carolina. Currently using a formula that calculates a summative score based on academic achievement and academic growth, the impact of poverty and the complexity of school evaluation is investigated using demographic and testing data from schools across the state. Furthermore, recommendations to alter current practices of school evaluation and reporting as well as suggestions for future research are discussed based on this study’s findings.

University Sustainability: Assessing College Sustainability Rating Systems, James M. Albis

Journal of Environmental Sustainability

This paper seeks to assess the three major university sustainability rating systems in the United States on their ability to drive positive sustainability outcomes. Since the mid-2000s the Association for Advancement of Sustainability in Higher Education, the Princeton Review, and the Sierra Club have attempted to rate universities on their sustainability policies and practices. A wide range of actions are rated by these organizations, from energy usage to transportation to procurement to academic offerings in the field of sustainability. This analysis shows that each organization values sustainability in different ways – for example, academics/co-curricular activities accounted for anywhere from 16%-49% …

Implementasi Dan Permasalahan Dalam Implementasi Permendiknas Nomor 2 Tahun 2008 Tentang Buku, Lina Miftahul Jannah, Muh Azis Muslim, Eko Sakapurnama

Jurnal Penelitian dan Evaluasi Pendidikan

Penelitian ini bertujuan untuk mengetahui implementasi Permendiknas Nomor 2 Tahun 2002 tantang buku dan mendeskripsikan masalah-masalah yang ditimbulkannya. Pene-litian dilaksanakan dengan metode campuran kuantitatif dan kualitatif di Kota Depok, Kabupaten Cianjur, Kota Makassar, dan Kabupaten Maros dengan menggunakan angket, wawancara mendalam dan diskusi kelompok terfokus untuk mengumpul-kan data. Hasil penelitian menunjukkan bahwa implementasi Permendiknas yang bertujuan untuk menyediakan buku murah dan berkualitas bagi masyarakat belum sepenuhnya tercapai. Terdapat beragam masalah dalam pelaksanaannya antara lain minimnya sosialisasi, tidak memadainya infra-struktur teknologi informasi, ketidaksesuaian materi dengan kurikulum, rendahnya kualitas cetakan, dan Permendiknas dianggap sebagai kebijakan elitis yang mematikan iklim persaingan usaha.

Kata …

Creating Opportunities Or Building Barriers: Framing Policy For Placement Testing As An Impactful Part Of The First-Year Experience, Megan Beach, Karin Ann Lewis

Kentucky Journal of Higher Education Policy and Practice

Placement tests are an integral aspect of the first-year experience. As policymakers seek to raise high school standards and ensure that more students graduate prepared for the academic rigor of college, placement tests are being called upon to serve new purposes. Placement tests are touted for their ability to predict college success, but do these tests really measure student attainment of specific college readiness skills? How can they fit with or contribute to institutional initiatives?