SRI-Teknisk rapport-sen.v13 - DPU

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Profile 3 washback? OR backwash? OR konsekvensvalid? OR “konsekvens valid?” 13. References from review Group: Manuelt upload i EPPI Reviewer af alle forslag fra Reviewgruppe, som ikke allerede er uploaded. 14. Opdateringssøgninger: er alle gennemført med samme profil som ovenstående grundsøgninger, men med begrænsning, der sikrer, at kun tilvæksten efter grundsøgninger findes. 96
7 Appendiks 2: Et eksempel på en genbeskrivelse Item: Stone, C. A., & Lane, S. (2003). Consequences of a state accountability program: Examining relationships between school performance gains and teacher, student, and school variables. Applied Measure-ment in Education, 16(1), 1-26. 7.1 EPPI-Centre data extraction and coding tool for education studies V2.0 Section A: Administrative details A.1 Name of the reviewer Details Jens Dolin, Neriman Tiftikci A.2 Date of the review Details Teh 25th of February 2008 A.3 Please enter the details of each paper which reports on this item/study and which is used to complete this data extraction. A.4 Main paper. Please classify one of the above papers as the 'main' report of the study and enter its unique identifier here. A.5 Please enter the details of each paper which reports on this study but is NOT being used to complete this data extraction. A.6 If the study has a broad focus and this data extraction focuses on just one component of the study, please specify this here. Paper (1) Journal article Unique Identifier: Item number 780282 Authors: Clement A. Stone, Suzanne Lane Title: Consequences of a state accountability program: Examining relationships between school performance gains and teacher, student, and school variables Unique Identifier: Item number 780282 A.7 Identification of report (or reports) Electronic database A.8 Status Published Not applicable (whole study is focus of data extraction) A.9 Language (please specify) Details of Language of report 97
Page 1:
Clearinghouse Forskningsserien - 20
Page 4 and 5:
Dansk Clearinghouse for Uddannelses
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Sammenfatning Hvad ønsker vi at f
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10 2.6 Samlet oversigt over reviewp
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Tabeller Tabel 1.1: Plan for afhold
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Figurer Figur 1.1: Model af sammenh
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16 Fag Klassetrin 1. 2. 3. 4. 5. 6.
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18 Fag/klasse Profilområde 1 Profi
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aspekter ved skolernes kvalitet. Sk
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22 Fagområde Grundskolen 1. 2. 3.
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24 Fag Grundskolan 1. 2. 3. 4. 5. 6
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sentation af testens tema. En korte
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Aktørerne er i denne sammenhæng p
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Desuden er B-kategoriseringen blev
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32 Testning/ testdata 1 4 Informati
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2 Metoder anvendt i reviewet 2.1 De
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ERIC er verdens største pædagogis
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De resterende 5716 fund er blevet s
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Genbeskrivelsessystemet er opbygget
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3 Forskningskortlægning og forskni
Page 45 and 46: Forskningsdesign Antal studier Case
Page 47 and 48: elever karakterer eller mod at samm
Page 49 and 50: Hvem der scorer testen Antal studie
Page 51 and 52: Anvendelse af skala Antal studier I
Page 53 and 54: Hvad ses den effektive testbrug i f
Page 55: Evidensvægtningen af de inkludered
Page 58 and 59: Troværdigheden vil for det andet o
Page 60 and 61: 4.2.1 Pædagogisk brug af testdata:
Page 62 and 63: 62 • at effektiv feedback på tes
Page 64 and 65: 64 • at test især er praktiske f
Page 66 and 67: Der er svag evidens for, at dens ef
Page 68 and 69: uddannelsessystemet end læreren i
Page 70 and 71: En række undersøgelser (Alderson
Page 72 and 73: 72 Relation 5 Modersmål 6 Andre sp
Page 74 and 75: Pædagogisk brug af test - virkning
Page 76 and 77: Endelig bør det noteres, at baggru
Page 78 and 79: Det er i denne sammenhæng interess
Page 80 and 81: Et centralt aspekt ved reviewgruppe
Page 82 and 83: Det blev for det første konstatere
Page 84 and 85: 84 - Svaret sig om lærerne, at den
Page 87 and 88: 6 Appendiks 1: Søgeprofiler I afsn
Page 89 and 90: "modular arithmetic" or "multiplica
Page 91 and 92: or "matrices" or "polynomials" or "
Page 93 and 94: CBCA3 backwash* OR washback* OR con
Page 95: ”land:sw tree:e (kunskapstest* OR
Page 99 and 100: B.5 Was the study informed by, or l
Page 101 and 102: D.3 What is the proportion of those
Page 103 and 104: D.6 What ages are covered by the ac
Page 105 and 106: 1995 518.1 22.8 506.1 20.1 512.4 17
Page 107 and 108: Section G: Study Method the educati
Page 109 and 110: I.2 What is the sampling frame (if
Page 111 and 112: K.1 Which variables or concepts, if
Page 113 and 114: K.5 Who collected the data? Researc
Page 115 and 116: L.3 Which statistical methods, if a
Page 117 and 118: M.3 Is there an adequate descriptio
Page 119 and 120: N.11 In light of the above, do the
Page 121 and 122: 8 Appendiks 3: Abstract af 43 under
Page 123 and 124: Cheng, L., Rogers, T., & Hu, H. (20
Page 125 and 126: ger på lærernes pædagogiske inte
Page 127 and 128: Relation: 4 Mason, R. (2005). The e
Page 129 and 130: faget EsF øger mængden af aktivit
Page 131: undervisning. Forfatteren anbefaler
Page 134 and 135: Dorgan, K. (2004). A Year in the Li
Page 136 and 137: Ryan, P. (1994). Teacher Perspectiv
Page 139 and 140: 10 Referencer Her opregnes alene re
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