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‘IF YOU CAN NOT MEASURE IT, YOU CAN NOT IMPROVE IT.’ 15
Partnership
Coordinators: Edit Tóth and Benő Csapó
A key element of research-based improvement in education is that scholarly data and analyses should be available to decision makers. Although diagnostic assessments directly promote learning processes, longitudinal data
can be used to aid schools and their maintainers in carrying out their duties (e.g. identifying the inequalities in the education system). To this end, within the framework of the work package with the involvement of school
be developed which will offer options for effective interventions on the maintainers’ level. The evaluation data processed in a high quality manner will be able to indicate differences between
maintainers
models will
“...they will offer options for effective interventions on the maintainers’ level...”
“The children gladly took part in the assessment and look forward to the next opportunity.” -Anna, teacher
institutions and may also explore the reasons behind them. The analyses may shed light on differences in educational conditions within microregions and to provide recommendations for individual interventions. A key condition of maintainers’ factual decision making is providing objective feedback and strengthening the link between research and educational management.
