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Educational evaluation. --- Teachers --- Training of. --- Avaluació educativa --- Formació del professorat

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This open access publication outlines the underlying framework for gathering data on civic knowledge, attitudes, and engagement as well as contextual information, and it describes the assessment design for the International Association for the Evaluation of Educational Achievement's (IEA) International Civic and Citizenship Education Study 2022. The IEA International Civic and Citizenship Study (ICCS) investigates how young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2022 is a continuation of two earlier IEA studies, ICCS 2009 and ICCS 2016, and, for the first time, this survey includes the option of a computer-based assessment. Responding to enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change, the study addresses issues related to young people's engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Over the past 50 years, IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, IEA conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second one in 1999, third in 2009 and fourth in 2016. ICCS 2022 data will allow education systems to evaluate the strengths of educational policies, both internationally, and in a regional context, and to measure progress in achieving critical components of their educational policy agendas.

International education. --- Global education --- Education --- Intellectual cooperation --- Internationalism --- Educació comparada --- Avaluació educativa --- Política educativa --- Ciutadania --- Educació internacional

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This book delves into how Japanese schools evaluate and enhance education quality through lesson study, curriculum management, and school self-evaluation. It explores the concept of “understanding by design” in the context of the historical background and the challenges of the present, providing practical methods of educational evaluation for the future. Through in-depth case studies of two primary schools, readers gain a comprehensive understanding of educational evaluation and improvement. The book proposes a new theoretical framework for a comprehensive quality care process that links lesson study, curriculum management, and school evaluation. Based on authentic assessment, the strategies and examples presented can be applied to any quality system. The conclusion offers core ideas for successful implementation of educational evaluation and improvement. This book is essential reading for teachers and school leaders seeking to build their schools’ quality systems, and for researchers and graduate students interested in improving educational evaluation.

Curriculum development --- Didactic evaluation --- Teaching --- Educational sciences --- vergelijkende pedagogiek --- assessments (onderwijs) --- evaluatie (onderwijs) --- onderwijs --- curriculumontwikkeling --- onderwijsonderzoek --- Educational tests and measurements. --- Education --- International education. --- Comparative education. --- Avaluació educativa --- Innovacions educatives --- Japó

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Teacher effectiveness. --- Teachers --- Educational evaluation. --- Rating of. --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Evaluation --- Teacher appraisal --- Teacher evaluation --- Teacher rating --- Teachers, Rating of --- Teacher quality --- Effective teaching --- Professors --- Avaluació educativa

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This book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools.

educational media research --- Student Perception of Teaching Quality --- Student Feedback --- Teacher Development --- Teacher Professionalization --- School Accountability --- School Assessments --- School Improvement --- Teacher Education --- Student Perception for Development of Education --- Student Voice --- Student Ratings of Instruction --- Student Ratings of Classroom Climate --- Classroom Observation Measures --- Teaching Effectiveness --- Teaching Quality in Primary School --- Student Surveys --- Data Use in Schools --- Open Access --- Avaluació dels professors --- Avaluació del professorat --- Avaluació educativa --- Autoavaluació dels professors --- Rúbriques d'avaluació --- Eficàcia de l'ensenyament