Quality approaches and their effect on student achievement
Sprache des Vortragstitels:
Education and Transition - Contributions from Educational Research
Sprache des Tagungstitel:
Objectives and theoretical framework (up to 600w/)
Since the 1990s and particularly following the insufficient results in the PISA-assessment of Austrian students in the core-competences reading, mathematics and science at the beginning of the 21st century, a change in the steering mechanisms of the Austrian school system could be observed. In order to promote quality assurance and quality improvement in schools, there has been a shift in the educational system from a centralist?hierarchic input oriented to a more results orientated output or evidence based policy (Specht, 2006). The implementation of instruments such as internal or external evaluation was meant to enhance the quality of the educational system; nevertheless, there is comparatively little evidence for the effectiveness of these procedures. In fact, most studies focus either on the acceptance or the effect of individual measurements such as school inspection (e. g. Böhm-Kasper & Selders, 2013) or centrally standardized exams (e. g. Maag Merki, 2012).
Altrichter, Kemethofer and Leitgöb (2012) offer a detailed description of quality approaches in Austrian schools. The authors used information from school leaders to evaluate which measures of quality assurance and quality development are established in Austrian schools. The results indicate that instruments with a focus on the individual school are realized in about 90 % of all schools whereas instruments following the logic of evidence based governance (see Altrichter & Maag Merki, 2010) are realized in less than one third of all schools. Furthermore the authors showed that principals? assess evidence-based strategies weakest among different elements of system governance with respect to their power to stimulate change and development.