Investigating the quality and equity dimensions of educational effectiveness

Kyriakidēs, Leōnidas; Creemers, Bert

doi:10.1016/j.stueduc.2017.12.005

Cited by 12 publications

(4 citation statements)

References 35 publications

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“…First of all, the fact that a significant difference was found when grouping the results of the students according to the modality of education they receive (face-to-face or distance education) feeds the dialogue about how the institutional conditions and teacher preparation may be related to student learning outcomes in addition to the relationship reported by Coleman [1] between student socioeconomic conditions and outcomes. Research has shown that teachers, schools and countries that are effective in terms of quality tend to be effective in terms of equity as well [26]. Teaching should be adapted to suit students' interests and, above all, to account for their social and cultural environment and individual differences [64].…”

Section: Discussionmentioning

confidence: 99%

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Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education

2021

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This explanatory sequential mixed methods study explores the perceptions of academic and administrative managers responsible for teacher training at a public university in Colombia, as well as their views on improving such training after learning about the performance of teachers student teachers in the 2019 Saber Pro test, the differences in their test scores, and the relationships and statistical correlations between these outcomes and the students’ personal, family, socioeconomic and academic characteristics. Our findings show significant differences in the student teachers’ mean scores and performance when data are grouped according to personal, socioeconomic and academic conditions; a significant relationship between performance and student teacher characteristics; and correlations between critical reading scores and the other competencies assessed. Our data also highlight the lack of knowledge among academic and administrative managers about students’ life circumstances and the diversity of factors that may impact their performance; the importance of correlational data; the difference between expected and true outcomes; the inequity under which students seem to pursue their education; the limitations in access to resources; the training required for teachers to be able to analyze quantitative data and use specific software; the impact of teachers’ critical reading skills on student outcomes; the importance of data-driven decision-making; and the need for teachers to engage in quantitative research practices.

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Section: Discussionmentioning

confidence: 99%

“…Research has shown that teachers, schools and countries that are effective in terms of quality tend to be effective in terms of equity as well [26]. However, standardized tests in higher education seem more focused on assessing education itself, rather than assessing for educational purposes.…”

Section: What To Do With Standardized Tests In Educationmentioning

confidence: 99%

Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education

2021

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“…The most commonly used measurement metric is the arithmetic average, which is often used to re ect the general level or centralized trend of data. However, because higher and lower values offset one another, the average tends to mask or ignore the performance of individuals with higher or lower scores and sometimes cannot su ciently re ect the overall performance, which results in the deviation from or violation of the basic principles of educational equity (Brookover & Lezotte, 1981;Calvert, 2014;Dadon-Golan, BenDavid-Hadar, & Klein, 2019;Hansen, 2018;Kyriakides & Creemers, 2017;Schleicher & Zoido, 2016). In addition, the classi cation of scores (such as the classi cation into excellent, good, medium, quali ed and unquali ed) is also a common method.…”

Section: Introductionmentioning

confidence: 99%

Everyone matters: a new h-type index as an educational performance evaluation metric

Hou

2022

Preprint

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In view of the limitations of taking the average as the overall evaluation of a group and inspired by the popular idea of the h index in bibliometrics, this paper proposes a new h-type index called h-efficiency index (HEI) for educational performance evaluation. The definition of the proposed h-efficiency index (HEI) is as follows: among the scores of n objects, if at most E% of all the n scores is no less than E% of the full score, then the HEI will be E%. Using some class course examination scores as an example, the new index is compared to the commonly applied average and median scores. The results show that the HEI is easy to compute, and it not only considers the overall score but also includes the number of objects covered by a score level. A study on the science performance of 11 parallel classes in a senior high school also shows that the HEI has a better correlation with the comprehensive evaluation results of teaching quality than the average and median. Compared to the average and median, the HEI can provide different information for overall test score evaluations. HEI may provide a useful and alternative index for educational performance evaluation.

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“…This goal (SDG 4) specifically intends to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" [2] (p. 14). In line with scientific literature, it is about ensuring an education that guarantee the access, permanence, learning, and participation of every student, recognizing their diversity, and favoring a pedagogical work that offers the supports more pertinent to their identities, abilities, needs, and real motivation to enhance their progress [3][4][5]. This Goal consists of 10 targets.…”

Section: Introductionmentioning

confidence: 99%

Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education

Pérez

2020

Sustainability

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Strengthening of early schooling enhances Equal and Inclusive Education (Sustainable Development Goal 4). Early education protects infant development and learning, especially for children suffering from pathologies and risk factors, such as twin birth weight discordance (BWD). These children—particularly the lighter twin—frequently show disadvantages in their cognitive skills. However, research about this issue is particularly scarce. The aims of this study were to (1) analyze the development of cognitive skills in each type of birth weight discordant twins (heavier and lighter ones) at 18, 21, and 24 months; and (2) discover whether there were differences between the two groups of twins in their cognitive skills. A nomothetic, follow-up, and multidimensional observational design was used. The cognitive skills of 32 birth weight discordant twins were observed while they played at 18, 21, and 24 months. The T-pattern analysis was performed using Thème software (Reykjavík, Iceland) to detect the sequential and temporal structure of infant behavior; indicative of cognitive skills. Results showed: (1) longitudinal intra-group differences in both groups of twins; and (2) some inter-group differences, mainly favoring the heavier twins. These results must be considered for designing early educational practices that allow all twins to be prepared for successful future learning.

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Investigating the quality and equity dimensions of educational effectiveness

Cited by 12 publications

References 35 publications

Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education

Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education

Everyone matters: a new h-type index as an educational performance evaluation metric

Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education

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