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Abstract

Politicians and other stakeholders in education have increasingly used large-scale assessments to promote better educational outcomes. We document a number of cases, such as the Dutch experiences with the publication of results by school and the release of Program for International Student Assessment (PISA) results. Several different mechanisms for systemic effects of large-scale assessment results can be distinguished, such as regulation or financial consequences (the United States and its No Child Left Behind law), competition (the Netherlands), or an appeal to ambition (as was presumably the case for Poland with PISA). Parameters in conducting large-scale assessments—such as the relevancy of the assessments in terms of the relevance to the pupil for his or her education career—are considered as far as their impact on promoting better education outcomes.

Keywords

Change Agent Policy Impact Local Government Official Good Educational Outcome Nonmember Country 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Lang, Kevin. 2010. Measurement Matters. Journal of Economic Perspectives, 24(3, Summer):167–182.CrossRefGoogle Scholar
  2. OECD. 2006. Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: OECD.Google Scholar
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  4. OECD. 2010. PISA 2009 results. Paris: OECD.Google Scholar
  5. Ritzen, Jo. 2010. A Chance for European Universities. Amsterdam: Amsterdam University Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Empower European Universities, International Economics of Science, Technology and Higher EducationMaastricht School of Governance, UNU-MERITMaastrichtNetherlands

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