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首页> 外文期刊>Psychology in the schools >Creating a statewide educational data system for accountability and improvement: A comprehensive information and assessment system for making evidence-based change at school, district, and policy levels
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Creating a statewide educational data system for accountability and improvement: A comprehensive information and assessment system for making evidence-based change at school, district, and policy levels

机译：创建州级教育数据系统以进行问责和改进：全面的信息和评估系统，用于在学校，地区和政策级别进行基于证据的变更

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This article reports on one ongoing statewide effort to create a high-quality data reporting and utilization system (i.e., High-Performance Learning Community [HiPlaces] Assessment) to inform educational accountability and improvement efforts system. This effort has undergoing refinement for more than a decade. ne article describes the features of this system, particularly how empirically based psychological theory and research informed both the development and the overall design of the assessment method. This system, unlike those used by other educational institutions, is unusual in that from the onset of the development and then the implementation, the assessment moved well beyond the simple assessment of the performance and achievement of students to include a comprehensive assessment of all aspects of the developmental, educational, fiscal, and policy conditions that comprise the ecology of the public education system, at all levels, as well as of the developmental and educational needs and attainment of students. The use of data was integral in guiding specific and ongoing, state-, district-, school-, and classroom-level improvement plans and efforts, including the development, monitoring, evaluation, and refinement of the program. The major goal that guided this system is, and always has been, the enhancement of schools and students' lives. (c) 2008 Wiley Periodicals, Inc.
机译：本文报告了一项正在进行的全州范围的工作，以创建高质量的数据报告和使用系统（即，高性能学习社区[HiPlaces]评估），以告知教育责任和改进工作系统。这项工作已经进行了十多年的完善。本文介绍了该系统的功能，特别是基于经验的心理学理论和研究如何为评估方法的发展和整体设计提供了信息。与其他教育机构所使用的系统不同，该系统的不同之处在于，从开发开始到实施开始，评估就远远超出了对学生的表现和成就的简单评估，而是对学生的各个方面进行了全面评估。发展，教育，财政和政策条件，包括各级公共教育系统的生态以及发展和教育需求以及学生的素养。数据的使用对于指导具体的和正在进行的州，地区，学校和教室级的改进计划和工作是不可或缺的，包括计划的开发，监视，评估和改进。一直以来，指导该系统的主要目标是改善学校和学生的生活。 （c）2008年Wiley Periodicals，Inc.

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