Relevant bibliographies by topics / Educational Policy Implementation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational Policy Implementation'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Educational Policy Implementation"

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Young, Tamara, and Wayne D. Lewis. "Educational Policy Implementation Revisited." Educational Policy 29, no. 1 (2015): 3–17. http://dx.doi.org/10.1177/0895904815568936.

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Fuad, Nurhattati, Choirul Fuad Yusuf, and Rihlah Nur Aulia. "School Autonomy Policy Implementation in Emerging Country." International Journal of Early Childhood Special Education 14, no. 1 (2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.

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The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combinat
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Hren, Larysa, and Olga Grybko. "STATE EDUCATION POLICY: WAYS OF IMPLEMENTATION." Theory and practice of social systems management, no. 4 (April 9, 2023): 75–89. http://dx.doi.org/10.20998/2078-7782.2022.4.07.

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Abstract: the article identifies important features of the state educational policy, considers three approaches to understanding the process of its implementation, establishes a number of factors influencing the development and implementation of the state educational policy. A number of functions have been outlined, the performance of which will ensure its effective implementation at all levels.
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Pappas, Georgios. "EDUCATIONAL SYSTEM AND NEOLIBERAL EDUCATIONAL POLICY." Continuing Professional Education: Theory and Practice, no. 2 (2020): 14–18. http://dx.doi.org/10.28925/1609-8595.2020.2.2.

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The aim of this paper is to track, record and highlight the implications of the application of market principles in education. The supporters of the above mentioned view, consider that the pedagogical science is allowed to provoke to its clientele neither «spleepiness» nor fleeing. On the contrary, those who oppose the application of the principles of the market in education, consider that by the logic of the market, schools and universities are turned into businesses and students into a two-category workforce, depending on their degrees and financial capacity. Through the examination of labou
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Sun, Lei. "Explore the Potential of Intelligent Systems and Robotics in Educational Leadership and Policy Implementation." International Journal of Education and Social Development 2, no. 2 (2025): 33–37. https://doi.org/10.54097/68b85x79.

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In education teaching, a good educational leader can influence other educators to become better and better. The implementation of policies can also lead to the expected results of education and teaching. So you know that educational leadership and policy implementation are very important. Traditional approaches cannot address shortcomings in educational leadership and policy implementation. Therefore, this paper proposes an intelligent system and robot technology for educational leadership and policy implementation analysis. First, the computer is used to analyze and evaluate leadership and po
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King, Edmund, D. S. G. Carter, and M. H. O'Neill. "International Perspectives on Educational Reform and Policy Implementation." British Journal of Educational Studies 44, no. 1 (1996): 118. http://dx.doi.org/10.2307/3121715.

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Pachina, N. N., O. N. Blinnikova, and A. R. Pachin. "EDUCATIONAL POLICY IN THE IMPLEMENTATION OF SMART TECHNOLOGIES." Человек. Общество. Наука, no. 4 (2020): 37–39. http://dx.doi.org/10.53015/2686-8172_2020_4_37.

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Morris, Paul, and Ian Scott. "Educational reform and policy implementation in Hong Kong." Journal of Education Policy 18, no. 1 (2003): 71–84. http://dx.doi.org/10.1080/0268093032000042218.

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Hall, Gene E. "The local educational change process and policy implementation." Journal of Research in Science Teaching 29, no. 8 (2007): 877–904. http://dx.doi.org/10.1002/tea.3660290809.

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Martha-Rose Ifeoma Uwaezuoke. "Managing educational policy implementation at secondary education level." Edukasiana: Jurnal Inovasi Pendidikan 2, no. 4 (2023): 308–17. http://dx.doi.org/10.56916/ejip.v2i4.471.

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The paper which examined managing education policy implementation at the secondary education level for effective practice was guided by two research questions and two hypotheses. The study adopted descriptive survey research design. The population of the study consists of twenty-one (21) public secondary schools in Aguata Local Government Area of Anambra State. The study utilized simple random sampling technique to select eleven (11) public secondary schools, from the selected schools, eleven (11) principals and thirty-five (35) teachers were picked for the study making a total of three hundre
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Dissertations / Theses on the topic "Educational Policy Implementation"

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Bagan, Catherine Anne. "Teacher Insight| The Implementation of the Common Core State Standards in California School Districts." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10683932.

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<p> This study, <i>Teacher Insight: The Implementation of the Common Core State Standards in California School Districts</i> was designed to glean teacher voice on the large-scale reform. With a need for a global workforce in a 21st century society the existing education system is undergoing a tremendous change in order to prepare students for college and career. The purpose of this sequential explanatory mixed methods study was fourfold: (a) to determine how the implementation of the Common Core State Standards is changing teacher practices related to curriculum, instruction, and assessment;
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Welch, Matthew James. "Districts' Experiences Balancing Inclusion, Accountability, and Change: Mixed-methods Case Studies of Implementation in Ontario and New Hampshire." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2747.

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Thesis advisor: Andy Hargreaves<br>Most policies and initiatives in education travel the same, well-worn path: they are designed high above the ground by elected leaders or by public officials in departments and ministries of education. These ideas soon become projects for district-level leaders and school-level staff to implement. The process of implementation is often a challenge for local educators. When schools are asked to implement several initiatives concurrently, these difficulties can be compounded. This is especially true when schools try concurrently to include students with special
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Baldwin, Todd. "IMPLEMENTING KENTUCKY’S COLLEGE READINESS AGENDA: AN ORGANIZATIONAL PERSPECTIVE OF POLICY IMPLEMENTATION." UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/16.

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Nearly two-thirds of undergraduate college students within the United States fail to graduate within six years because they are unprepared for postsecondary education. Thus, many states have embarked on policy reform movements centered on college and career readiness for all high school graduates. This study focused on Kentucky’s efforts to implement four key initiatives—accelerated learning, secondary interventions, college and career readiness advising, and persistence to graduation—resulting from sweeping reform policies enacted in 2009 by the Kentucky General Assembly. The study considers
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Madison, Gabrielle Frassinelli. "Effects of response to instruction and intervention after the first year of implementation." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140118.

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<p> The effects of Tennessee&rsquo;s Response to Instruction and Intervention (RTI<sup>2</sup>) framework were evaluated to determine the impact on one middle Tennessee public school district. General education teacher&rsquo;s beliefs, student achievement, and special education referral and eligibility data was assessed before, during, and after implementation. Results indicate that teacher&rsquo;s beliefs were mixed and varied according to the time participants were surveyed. Significant achievement differences were found on TVAAS math fifth grade, TVAAS reading fourth grade, and STAR reading
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Banks, Laurie A. "Understanding implementation, student outcomes, and educational leadership related to Ohio's Third Grade Reading Guarantee." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1516182165946984.

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Ford, Sarah Marie. "Public Education and Alaska Natives: A Case Study of Educational Policy Implementation and Local Context." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276628128.

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Ekong, Samuel Effiong. "Nigerian Policy on Child Labor: An Evaluation of the Education Sector Preparedness for Effective Policy Implementation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1886.

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A number of studies have been conducted about policy failures in Nigeria; however, little is known about the state of stakeholders' readiness to implement any government policy. Using the functionalist theory of Durkheim and the infrastructure theory of Frischmann, the purpose of this exploratory case study was to evaluate the level of preparedness of the education sector to implement the Nigerian policy on child labor, which was adopted on September 11, 2013, by the federal executive council of Nigeria. Preparedness in this study was conceptualized as the ability of the education sector to ab
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Raymond, Jillynne K. "Evaluating One Public School District's Teacher Evaluation Program and its Implementation| A Qualitative Case Study." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284435.

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<p> This qualitative case study analyzed a teacher development and evaluation program implemented in an independent school district in Southeast Minnesota. Teacher effectiveness is a complex construct, which makes teacher evaluation challenging. Three stakeholder group&rsquo;s perspectives were analyzed in this multiyear qualitative case study. Through interviews, teachers and administrative team members&rsquo; perspectives were gathered in the 2011-2012 academic school year and the implementation team members&rsquo; perspectives were gathered five years later in the 2016-2017 academic scho
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Melander, Åsa. "Gifted & Talented Education: A Case for Policy Implementation." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32073.

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In Sweden, an egalitarian ethos has long rendered it impossible even to consider the needs of gifted and talented (G&T) children. By interviewing English and Swedish educators and Swedish governmental officials, I compare the developments in the two countries and make recommenda-tions as to how Sweden could improve its provision. Over the last ten years, following a House of Commons report in 1997, a number of measures have been implemented in England. In Sweden, some changes have taken place, notably the establishment of the focus classes [spetsutbildningar] in 2008. Although there is officia
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Hickman, Barbara. "A Case Study| How a State Education Agency Leads the Implementation of Results Driven Accountability." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685214.

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<p> The Education for All Handicapped Children Act (EHA) was signed into law on November 29th, 1975 by Republican President Gerald Ford and as he signed it, he acknowledged that while the intent of the law was a step forward, the aspirations were complex. The law was renamed the Individuals with Disabilities Education Act (IDEA) in 1990, and has undergone updates and revisions roughly every five years since its inception. Despite these continual modifications, the academic and social outcomes for students with disabilities lags far behind that of their regular education peers. In 2012, the Off
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Books on the topic "Educational Policy Implementation"

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G, Carter David S., and O'Neill Marnie H, eds. International perspectives on educational reform and policy implementation. Falmer Press, 1995.

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Carter, David S. G., and Marnie H. O’Neill. International Perspectives on Educational Reform and Policy Implementation. Routledge, 2021. http://dx.doi.org/10.4324/9780203761427.

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Consortium of Higher Education Researchers. Conference. Reform and change in higher education: Analysing policy implementation. Springer, 2005.

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Leithwood, Kenneth A. Evaluating policy implementation: The case of special education legislation. The Ontario Institute for Studies in Education, 1988.

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1948-, Aggarwal Yash, Premi Kusum K. 1935-, National Institute of Educational Planning and Administration (India), and Conference on Reforming School Education (1996 : NIEPA), eds. Reforming school education: Issues in policy planning and implementation. Vikas Pub. House, 1998.

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Botswana. Policy-guidelines on the implementation of guidance and counselling in Botswana's education system. Guidance and Counselling Division, Dept. of Curriculum Development and Evaluation, Ministry of Education, 1996.

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Ivarature, Henry. The origins of the 'free education policy' in Papua New Guinea: A case study in the formulation and implementation of education policy. National Research Institute, 1995.

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Wingspread Conference "Beyond the Standards Horse Race: Implementation, Assessment, and Accountability--the Keys to Improving Student Achievement" (1999 Racine, Wis.). Closing the gap: A report on the Wingspread Conference "Beyond the Standards Horse Race, Implementation, Assessment, and Accountability--the Keys to Improving Student Achievement". Council for Basic Education, 2000.

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Alberta. Alberta Education. Planning and Information Services Division Policy and Evaluation Branch. Premier's Council on the Status of Persons with Disabilities action plan: Implementation strategies. Alberta Education, 1991.

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Kgobe, Madumetja Paul. Transformation of the South African schooling system: A report from the first year of Education 2000 Plus, a longitudinal study to monitor education policy implementation and change. Centre for Education Policy Development, Evaluation and Management, 2000.

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Book chapters on the topic "Educational Policy Implementation"

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Mitra, Dana L. "Policy Implementation." In Educational Change and the Political Process, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003212294-15.

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Mukhopadhyay, Marmar. "School-Based Educational Policy Implementation Model (SEPIM)." In Academic Leadership. Routledge India, 2023. http://dx.doi.org/10.4324/9781003376545-4.

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Gildersleeve, Ryan Evely, and Katie Kleinhesselink. "A Mangled Educational Policy Discourse Analysis for the Anthropocene." In Discursive Perspectives on Education Policy and Implementation. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58984-8_6.

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Hall, Gene E. "The Local Educational Change Process and Policy Implementation 1." In International Perspectives on Educational Reform and Policy Implementation. Routledge, 2021. http://dx.doi.org/10.4324/9780203761427-10.

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Hord, Shirley M. "From Policy to Classroom Practice: Beyond the Mandates." In International Perspectives on Educational Reform and Policy Implementation. Routledge, 2021. http://dx.doi.org/10.4324/9780203761427-9.

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Aldrich, Richard. "Educational Reform and Curriculum Implementation in England: An Historical Perspective." In International Perspectives on Educational Reform and Policy Implementation. Routledge, 2021. http://dx.doi.org/10.4324/9780203761427-12.

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Hamann, Edmund T., and Lisa Rosen. "What Makes the Anthropology of Educational Policy Implementation ‘Anthropological’?" In A Companion to the Anthropology of Education. Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444396713.ch27.

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Peters, Michael. "Educational Reform and the Politics of the Curriculum in New Zealand." In International Perspectives on Educational Reform and Policy Implementation. Routledge, 2021. http://dx.doi.org/10.4324/9780203761427-6.

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Cibulka, James. "The Evolution of Education Reform in the United States: Policy Ideals or Realpolitik?" In International Perspectives on Educational Reform and Policy Implementation. Routledge, 2021. http://dx.doi.org/10.4324/9780203761427-3.

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Carter, David S. G. "Curriculum Reform and the Neo-corporatist State in Australia." In International Perspectives on Educational Reform and Policy Implementation. Routledge, 2021. http://dx.doi.org/10.4324/9780203761427-4.

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Conference papers on the topic "Educational Policy Implementation"

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Laskina, Irina. "HOW STUDENTS IN RUSSIA GAIN THEIR PROJECT ORIENTED EXPERIENCE FROM OUTSIDE FORMAL CURRICULUM: ANALYSIS ОF HIGHER EDUCATIONAL INSTITUTIONS' BEST PRACTICES ON YOUTH POLICY IMPLEMENTATION". У 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1586.

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Dořičáková, Šárka. "Implementation Of Active Ageing Policy In The Moravian-Silesian Region." In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.14.

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Amperawati, Dwi, Drajat Tri Kartono, and Didik Gunawan Suharto. "The Implementation of Education Policy in Local Areas." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007045506220626.

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Darmawan, Deni, Didi Supriadi, and Muthia Alinawati. "Communication Policy Management of the Curriculum Implementation in Indonesia." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007050108830887.

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Karabanova, I. V., and М. А. Karabanova. "CONTEMPORARY STATE OF EDUCATIONAL SYSTEM." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/50.

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The current state of preschool, general, secondary vocational, and higher education in Russia are considered. The actual directions on the implementation of state policy in the educational field were determined for each level. A system of measures in the educational field is proposed. It will make Russian education competitive in the international market of educational services.
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Mirfani, Aceng Muhtaram. "The Alternative Model of Controlling Change in Educational Policy Implementation." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.17.

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Arifiani, Siska, Umi Laili Yuhana, Ridho Rahman Hariadi, and Faturochman Pranacahya Andrianto. "The Implementation of Artificial Intelligence in Geometry Validation for Psychomotor Aspect Assessment." In International Conference on Educational Assessment and Policy (ICEAP 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.088.

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Gali, Yarden. "The Involvement of Nongovernmental Organizations in the Implementation of Educational Policy in Israel Education." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1427779.

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Kaulēns, Oskars, Inese Lūsēna-Ezera, Gunta Siliņa-Jasjukeviča, and Ilze Briška. "Implementation of the School as a Learning Organisation: Latvian Educators’ Experience." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.16.

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The idea of the school as a learning organisation (SLO) has become a topical issue in many countries due to the rapid changes in curricula and the management of educational institutions. The process of purposeful implementation of SLO has started in the Latvian education system too. Within the framework of the project “Competence Approach to Curriculum” (School2030) implemented by the National Centre for Education (Republic of Latvia), not only the current curriculum documents are reviewed and improved, but also the introduction of SLO in general and vocational education in Latvia is realised
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RADULESCU, Victorita. "Educational Responsibility in Efficient Implementation of European Policy Concerning the Energy Market." In 8th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice | RSACVP 2017 | 6-9 April 2017 | Suceava – Romania. LUMEN Publishing House, 2017. http://dx.doi.org/10.18662/lumproc.rsacvp2017.59.

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Reports on the topic "Educational Policy Implementation"

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Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.

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Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and edu
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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with distr
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the universi
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Looi, Chee-Kit, Longkai Wu, and Xiaoxuan Ye. Infusion, dissemination and evolution: Seeding an innovation from one school to a few schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22716.

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The challenge of how to diffuse and scale-up effective educational innovations has received increasing attention in recent years. Researchers spent efforts developing educational innovation and proving its efficacy and effectiveness in pilot studies in small scale, but when the innovation is put into practice and especially when the context of use is broadened, the designed principles of the innovation need to be refined iteratively to work well through a process of design-based implementation research. Scaling up successful educational innovation not only draws interests from the researchers,
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Liban, S. M. Yeamin, and Wahid bin Ahsan. Barriers to Accessibility and Inclusion: Lived Experiences of People with Physical Disabilities in Bangladesh. Userhub, 2024. http://dx.doi.org/10.58947/dwpf-gbns.

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This study investigates the lived experiences and societal interactions of individuals with physical disabilities in Bangladesh. Through qualitative interviews with 14 participants, including individuals with physical disabilities, their parents, and officials, the research explores the challenges faced in daily life, societal attitudes, and the effectiveness of existing support systems. Findings reveal significant barriers in accessibility, prevalent discrimination, and inadequate policy implementation, all impacting the quality of life and social inclusion of these individuals. The study und
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri
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Madhur, Srinivasa. Cambodia’s Skill Gap: An Anatomy of Issues and Policy Options. Cambodia Development Resource Institute, 2014. https://doi.org/10.64202/wp.98.201408.

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There is growing consensus that an emerging skill gap could impose human costs and constraints on Cambodia’s economic growth and development. The country is facing a shortage of skilled human resources even for low-to-medium skill intensive industries. There is a widening gap between the skills that industries and businesses need and what the education institutions, whether academic or vocational training, are producing. Cambodia’s skill gap is emerging at a time when the Association of Southeast Asian Nations (ASEAN) is preparing to launch the ASEAN Economic Community (AEC) in 2015. The AEC w
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Kalinina, Liudmyla, and Valentyn Rogoza. Results of an online survey of educational institution leaders and teaching staff on examining the content of ukrainian textbooks in natural sciences and mathematics in the context of PISA. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-2021-52.

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The analytical report reveals the current state of practice and prospects for adapting the content of mathematics and natural science education in the context of aligning it with PISA goals. It is based on the results of a survey of teaching staff, which aimed to analyze the content and structure of contemporary textbooks for their correlation with PISA tasks and the achievement of PISA objectives, as well as textbook usage, competence formation, and the evaluation of educational materials’ compliance with international standards. The survey findings enabled the authors to identify the main ch
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Lavadenz, Magaly, Linda Kaminski, and Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recen
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Covacevich, Catalina. How to Select an Instrument for Assessing Student Learning. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0010603.

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The implementation of educational policies and practices is closely linked to the assessment of student learning, as it enables the monitoring of progress and achievements, the improvement of teaching in the classroom, the improvement of policies and the assessment of program effectiveness, among many other objectives. To ensure that assessment achieves its purposes, it is essential to make an appropriate choice of the learning assessment instruments to be used. In this context, teachers, policy implementers, researchers and staff of the ministries of education are frequently faced with the ne
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