EDUCATIONAL POLICY AND INTERNATIONAL ASSESSMENT: IMPLICATIONS FOR EDUCATIONAL ADMINISTRATION

Abstract

This work examines implications for educational administration of the International Association for the evaluation of Educational Achievement (IEA) surveys. Major implications discussed include productiveness of both international comparison and international measures of educational achievement. Implications are also discussed in terms of viability of the application of large scale sample survey data to decision making within individual countries. Issues generated by the IEA studies are presented including: (1) cultural relevance of test items; (2) ethnocentrism of test makers; (3) contributions to comparative analysis; (4) cost effectiveness and feasibility; (5) potential descriptive value to individual nations; (6) data interpretation; (7) relating data to micro policy issues; (8) and potential for redefining concepts of educational achievement. It is concluded that the work of educational administration must proceed with awareness of the hazards and blessings of cross‐sectional research for training, practice, and new research.

Citation

FRANK, F.P. and MACKETT‐FRANK, M. (1978), "EDUCATIONAL POLICY AND INTERNATIONAL ASSESSMENT: IMPLICATIONS FOR EDUCATIONAL ADMINISTRATION", Journal of Educational Administration, Vol. 16 No. 2, pp. 150-159. https://doi.org/10.1108/eb009793