Quality of education, comparability, and assessment choice in developing countries
Bibliographic Data
| ID | 11919782 |
|---|---|
| Authors | Daniel A Wagner (0000-0002-2985-8444, University of Pennsylvania, corresponding author) |
| Year | 2010 |
| Volume | 40 |
| Issue | 6 |
| Pages | 741-760 |
| Publication date | 2010-11-19 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2010.523231 |
| OpenAlex | W2145114177 |
| Language | EN |
| Citations received | 8 |
| References cited | 17 |
Over the past decade, international development agencies have begun to emphasize the improvement of the quality (rather than simply quantity) of education in developing countries. This new focus has been paralleled by a significant increase in the use of educational assessments as a way to measure gains and losses in quality. As this interest in assessment has grown, low-income countries have begun to adopt and adapt international and other assessments for a variety of uses, including the comparability of national quality with other countries, improved ways of measuring reading achievement, and further attempts to reach marginalized populations within a country. The present paper reviews a number of international, national and ‘hybrid’ assessments, and considers their merits in terms of how learning is measured, as well as their credibility, sampling and scaling methodologies. The new hybrid assessments, for example, provide innovative opportunities for early intervention for children in their local languages. They also put a premium on local validity over international comparability. The review concludes that there is no single assessment with a dominant scientific superiority, nor is strict comparability across populations or nations a requirement. Rather, different assessments have different policy and practical purposes, and can be used in important and differing ways to improve educational quality. Educational decision-makers working in developing countries have important assessment needs and priorities, and will have to choose carefully in order to address them
Business · Comparability · Credibility · Developing country · Economic growth · Economics · Political science · Public economics · Quality (philosophy · Variety (cybernetics · Computer Science · Early Childhood Education and Development · Education Systems and Policy · Mathematics · School Choice and Performance
Número completo
El aprendizaje en la base de la pirámide
Standardized Educational Assessments
Greek Easter, superdiversity and religious understanding in early childhood
The roles of childhood circumstances and schooling on adult reading skills in low- and middle-income countries
Timor-Leste
What happened to literacy? Historical and conceptual perspectives on literacy in Unesco
The debate on learning assessments in developing countries
The Learning gap
International comparisons of student attainment
The Politics and Economics of Comparison
On the sins of short-form development.
An integrative review of teaching reading in Kenyan primary schools
Language of Instruction
Globalization and the Growth of International Educational Testing and National Assessment
How in the World do Students Read
History and Significance of the Emic/Etic Distinction
The Effect of Primary-School Quality on Academic Achievement Across Twenty-nine High- and Low-Income Countries
| Citations per year | 0.5 |
|---|---|
| Citation span | 2010 - 2026 (17) |
| Highly cited | No |