Benchmarking Education Standards

Resnick, Lauren B.; Nolan, Katherine J.; Resnick, Daniel P.

doi:10.2307/1164437

Cited by 6 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are, for example, benchmarking clubs, networks and exchanges -groups of organizations that have formed collectivities to facilitate the sharing of information and the arrangement of visits for benchmarking purposes; there are numerous data sources and other resources available, sometimes at a price, for organizations that wish to benchmark independently of the established cooperatives; and there are software packages and consulting firms specifically focused on the conduct of benchmarking. A relevant example: CHEBA (Consortium for Higher Education Benchmarking Analysis) 5 provides a forum for the exchange of performance measurements and benchmarking data for all levels of higher education around the world. The association is currently a free organization with fees assessed only when members want to join specific benchmarking efforts.…”

Section: Benchmarkingmentioning

confidence: 99%

"On The Role Of Benchmarking In The Higher Education Quality Assessment "

Achim¹,

Lucia²,

Popa³

2009

JASO

View full text Add to dashboard Cite

Increasing competition, demands for accountability, and higher volumes of available information are changing the methods of how institutions of higher education operate in nowadays. For higher education to enact substantial and sustainable changes in efficiency and productivity a new way of thinking or paradigm that builds efficiency and a desire for continual learning must be integrated into institutional structures. Tools are also being developed that measure or benchmark the progress and success of these efforts. Among the improvement strategies and techniques, benchmarking has emerged as a useful, easily understood, and effective tool for staying competitive. This is why the present article aims to emphasize the importance of benchmarking in the higher education quality assessment.

show abstract

Section: Benchmarkingmentioning

confidence: 99%

"On The Role Of Benchmarking In The Higher Education Quality Assessment "

Achim¹,

Lucia²,

Popa³

2009

JASO

View full text Add to dashboard Cite

show abstract

“…To place standards in an international perspective, Resnick, Nolan, and Resnick (1995) found that many nations with high standardized test scores do not have documents that explicitly specify "what all students should know," but they could infer a nation's "standards" from curricula, textbooks, and required tests. In the 1990s, the social efficiency, "global economy" argument for standards ushered in adoption of standards documents in Canada, Australia, and the United Kingdom.…”

Section: Curriculum Standards As Education Policymentioning

confidence: 99%

Writing the “Show-Me” Standards: Teacher Professionalism and Political Control in U.S. State Curriculum Policy

2002

View full text Add to dashboard Cite

This qualitative case study analyzes the process of writing academic standards in one U.S. state, Missouri. The researchers took a critical pragmatic approach, which entailed close examination of the intentions and interactions of various participants in the writing process (teachers, politicians, business leaders, the public), in order to understand the text that was finally produced. School reform legislation delegated responsibility for writing the standards to a teacher work group, but the teachers found that their "professional" status and their intention to write standards that reflected a "constructivist" view of knowledge would meet with opposition. Politicians, who held different assumptions about the audience, organization, and content of the standards, exercised their greater power to control the outcome of the process. As the researchers analyzed public records and documents generated during the writing process, they constructed a chronological narrative detailing points of tension among political actors. From the narrative, they identified four conflicts that significantly influenced the final wording of the standards. They argue that as a consequence of these conflicts, Missouri's standards are characterized by a dichotomous view of content and process; bland, seemingly value-neutral language; and lack of specificity. Such conflicts and outcomes are not limited to this context. A comparative, international perspective shows that they seem to occur when groups in societies marked by political conflicts over education attempt to codify what "all students should know." What should students know and be able to do? This study examines what happened when policymakers addressed this question in the process of writing academic standards 1 for public school students in one midwestern U.S. state, Missouri. Four conflicts arose during the process.

show abstract

“…This would seem to hint at something analogous to the benchmarking work that has taken place in the UK, though the divergences between national educational systems suggest that the aspirations of the Bologna Declaration will be difficult to bring to fruition. The studies of Vroeijenstijn et al (1992) regarding programmes in electrical engineering, Lonbay (1994) in law, and Resnick et al (1995) in mathematics all point to the problems of transnational harmonisation.…”

Section: The International Dimensionmentioning

confidence: 99%

Subject benchmarking and the assessment of student learning

Yorke

2002

Quality Assurance in Education

View full text Add to dashboard Cite

This paper analyses the performance criteria and learning objectives contained in the first 22 QAA subject benchmark statements to be published and considers the implications for assessment. There is much variation in the amount of detail in the statements and there are also implicit performance criteria in the intended learning outcomes listed at the beginning of each. Statements are broad in character so their relationship with standards is loosely-coupled and open to interpretation. It is argued that attempts to achieve a high degree of precision in specification are likely to prove counter-productive. There is evidence of some lack of coherence within the benchmark statements and between the statements and the more recently published Level H descriptor in the National Qualifications Framework. Further, the relationship between assessment practice and the statements appears to be problematic. The value of benchmarking statements as an aid to professional conversation about standards would be greatly enhanced if subject communities, perhaps facilitated by Learning and Teaching Support Network subject centres and subject associations, can elaborate for themselves the meanings of words used in the statements of learning outcomes and performance criteria. This elaboration would be aided by the appraisal of exemplars of outcomes at various levels of performance.

show abstract

Benchmarking Education Standards

Cited by 6 publications

References 0 publications

"On The Role Of Benchmarking In The Higher Education Quality Assessment "

"On The Role Of Benchmarking In The Higher Education Quality Assessment "

Writing the “Show-Me” Standards: Teacher Professionalism and Political Control in U.S. State Curriculum Policy

Subject benchmarking and the assessment of student learning

Contact Info

Product

Resources

About