Dette paper gør status på projektet samt beskriver de perspektiver, muligheder og udfordringer EVA-konsulenterne har mødt under arbejdet med indsatsteorien.
I 2009 i Wien handlede paperet om opstarten af projektet og den første udvikling af metoder og strategier. I 2010 i Helsinki havde paperet fokus på projektets metode og projektdeltagernes udformning af indsatsteorien og udførelsen gennem aktiviteter ude i institutionerne.
This paper Equity trough interventions? – Tracing the possibilities and challenges of a project model, was presented at the European Conference on Educational Research (ECER) in Berlin in September 2011 by EVA evaluation consultants Andreas Hougaard and Signe Mette Jensen.
The paper is based on a project carried out in a partnership between EVA and a suburban Copenhagen school district - Ishøj Kommune. The aim of the project is to develop a strategy for dealing with inequity in a local schooling context.
The paper presents the results so far of the ongoing project, and it discusses the different aspects of working with equity in education based on a program theory. The project was also topic of papers prestented in Vienna and Helsinki in 2009 and 2010 by Andreas Hougaard and Signe Mette Jensen.
]]>The main purpose of the site visit is to serve as a source of information that can be used for verification and/or exploration of the written information received beforehand.
In addition, from an overall perspective, the structures of the site visits show strong similarities. All agencies use expert panels that have received training; at the visits, the experts meet with management, staff and students; and the data from the site visit is reflected in the assessments and used in the reports.
Thus, one conclusion is that the overall structures and purposes of the site visits are similar across the Nordic countries. As noted in the introduction, this is not so surprising, since it shows compliance with the European Standards and Guidelines.
Major differences do exist between the ways the agencies organise their site visits. Some of these can be directly related to the evaluation procedure followed, e.g. in audits, the site visits stretch over several days, whereas accreditation site visits are usually conducted in one day. However, differences in organisation approaches cannot be fully explained by the differences between accreditation, evaluation or audit procedures. Matters such as the inherent focus of systems on enhancement or control, and established practices within the agencies do also play a part as explanatory factors.
]]>The study has collected specific methodological experience in involving children's perspectives on their lives at their daycare centre by using video footage of language assessments, questionnaires for children etc. The fact that the study has voiced children's experiences in test situations regarding language assessments has also brought new attention to the interpretation of language tests and has provided new options and possibilities for the professionals working with the children.
The project is part of a larger study on language assessment of three-year-olds and follow-up language interventions carried out by the Danish Evaluation Institute in 2009 and 2010.
This paper was presented under the proposal entitled “Studies of child perspectives - methodological experience and new knowledge about language assessment of three-year-olds” (Ref.0102) at the International Congress for School Effectiveness and Improvement (ICSEI) 2011 in Limassol, Cyprus.
]]>Paperet "Equity through interventions" beskriver projektets metode og den måde hvorpå projektdeltagerne har udviklet indsatsteorier og planlagt de aktiviteter der skal være med til at mindske børnenes negative social arv. Paperet diskuterer også perspektiverne og udfordringerne ved at arbejde med indsatsteorier lokalt på skoler og i kommuner.
Projektet er et samarbejde mellem EVA og Ishøj Kommune hvor en skole, en fritidsordning og en daginstitution deltager.
This paper Equity trough interventions? – Tracing the possibilities and challenges of an equitable initiative in a Copenhagen school district, was presented at the European Conference on Educational Research (ECER) in Helsinki in August 2010 by EVA evaluation consultants Andreas Hougaard and Signe Mette Jensen.
The paper is based on a project carried out in a partnership between EVA and a suburban Copenhagen school district - Ishøj Kommune. The aim of the project is to develop a strategy for dealing with inequity in a local schooling context.
The paper presents the strategy and method of the project together with the learning experiences from working across local institutions in a school district and working with cultural resources within a group of children. The project is ongoing.
]]>The overall purpose of the paper is to present the strategies, experience and results from projects, training programs and formal education aimed at enhancing leadership skills in daycare centres, residential institutions, and primary and lower secondary schools from both a research/evaluation perspective, an educational perspective and a consultancy perspective.
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Rapporten konkluderer at den danske kvalifikationsramme stemmer overens med den overordnede europæiske ramme.
Læs mere i rapporten, der er skrevet på engelsk.
]]>Rapporten har undersøgt de nordiske landes praksis inden for kvalitetssikring af videregående uddannelse og lovgivning om joint master's programmes. Rapporten foreslår tre forskellige processer for fælles fodslag om kvalitetssikring af joint master's programmes.
En af de tre processer eller tilgange har projektgruppen pilottestet sammen med to uddannelser.
Projektgruppen håber at de tre processer vil bidrage til den løbende diskussion af hvordan man eksternt kvalitetssikrer joint master's programmes.
]]>The project deals with how the patterns that reproduce and produce inequality of opportunity, and especially the link between social background and educational achievement, could be rearranged and broken. The intention is to develop methods and strategies in cooperation between The Danish Evaluation Institute (EVA) and a school district in the suburbs of Copenhagen.
The program staff consist of teachers from a local kindergarten, a local school and a schoolbased leisure-time activities facility, as well as representatives of the administration.
The paper is presented for the Inclusive Education symposium at the ECER Conference in Vienna, September 28th-30th 2009. Find further details on the conference here .
]]>The evaluation was commissioned by the Danish Ministry of Education and can be regarded as a supplement to the national evaluation of Physics carried out by EVA at the request of the Danish Ministry of Education.
]]>The evaluation was commissioned by the Danish Ministry of Education and can be regarded as a supplement to the national evaluation of Mathematics carried out by EVA at the request of the Danish Ministry of Education.
]]>The evaluation analyses the strategic development and aims of DIIS and the expediency of DIIS strategy. It does so by focussing on DIIS organisation and activities with regard to research, policy studies, teaching, dissemination and networking.
The analyses, assessments and recommendations are the responsibility of an international panel of distinguished experts from the academic and practical fields of international studies.
]]>Benchmarkingen tager udgangspunkt i en række på forhånd definerede kriterier. Et eksternt ekspertpanel har på baggrund af deres fælles erfaringer og viden fastlagt kriterierne for god kvalitet, dvs. den norm, benchmark, som uddannelsen vurderes ud fra.
Benchmarkingen indeholder også en undersøgelse blandt uddannelsens dimittender for at få indsigt i kvalifikationer, karrieremobilitet og behovet for videre uddannelse af dimittende.
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