Measuring quality, learning, and knowledge in the knowledge society : Paper presentation at the Nordic European Research Association, March. Reykjavik, Iceland

• The quality movement has stimulated changes in teaching, learning, and school development. Changes in policy and pedagogy have occurred at the local, national, and international levels, focusing on �quality indicators� for measuring student learning, and new methods and paradigms in assessment. Recent data collected from the PISA study has stimulated further discussion about quality in education across countries, while the EU Commission has supported the development of a benchmarking process to facilitate quality development in European schools. This fundamental emphasis on quality and self-assessment, in a context of globalization and citizenship education, has stimulated an ideological debate about what it means to measure quality, learning and knowledge in the knowledge society. Set within the context of the discussion about quality within the EU and OECD, and the potential ideological paradox, this presentation focuses on the use of comparison data from PISA and the European Education Quality Benchmark System (2EQBS) to provide educators with tools for addressing quality in schools. Specifically we will show ways in which schools can adapt the principles and philosophies of quality to serve as a guide for building learning environments that support youth development in the knowledge age, rather than merely addressing inspection standards

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

quality

education

knowledge

indicators

benchmarks

OECD

PISA

EU

Education

Pedagogik

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