rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Opportunity to Learn, Curriculum Alignment and Test Preparation
    sub title: A Research Review
  name:
    name part: Scheerens, Jaap.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2017
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: IX, 135 p. 7 illus. online resource.
  abstract: This book provides a review of the effectiveness of Opportunity to Learn (OTL) operationalized as the association between OTL and student achievement. In addition, it presents an elaborate conceptual map in which OTL is regarded as part of a larger concept of curriculum alignment. Major components of this framework are national goals and standards, school curricula, formative tests, textbooks, actual delivery of content as part of teaching, and summative tests and examinations. Alignment between educational goals, intended and implemented curricula, and educational outcomes is considered an important prerequisite for effective education. The expectation is that better alignment leads to better student performance. The concept of OTL is commonly used to compare content covered, as part of the implemented curriculum, with student achievement. As such it is to be seen as a facet of the broader concept of “alignment”. As it comes to enhancing OTL in educational policy and practice, proactive curriculum development is compared to a more retroactive orientation. Legitimate forms of test and examination preparation belong to this retroactive orientation, and are seen as favorable conditions for optimizing OTL. This book reviews the research evidence on the effects of OTL on student achievement by means of detailed descriptions of key-empirical studies, a review of meta-analyses, a “vote count” syntheses of 51 empirical studies, conducted between 1995 and 2015, and a secondary analysis based on TIMSS 2011, and PISA 2012 data. It concludes that the effect size of OTL, at about .30, is modest, but comparable in size to other effectiveness-enhancing conditions in schooling. The final chapter of the book provides suggestions for educational policy and practice to further optimize OTL.
  table of contents: 1: Focus and Design of the Review Study -- 2: Conceptualization -- 3: Meta-analyses and Descriptions of Illustrative Studies -- 4: Schematic Overview of Research Studies -- 5: Predictive Power of OTL Measures in TIMSS and PISA -- 6: Recapitalization, Implications for Educational Policy and Practice and Future Research.
  note: edited by Jaap Scheerens.
  subject:
    topic: Education
  subject:
    topic: International education
  subject:
    topic: Comparative education
  subject:
    topic: Curriculums (Courses of study)
  subject:
    topic: Education
    topic: Curricula
  subject:
    topic: School management and organization
  subject:
    topic: School administration
  subject:
    topic: Educational policy
  subject:
    topic: ducation and state
  subject:
    topic: Assessment
  subject:
    topic: Education
  subject:
    topic: Assessment, Testing and Evaluation
  subject:
    topic: Curriculum Studies
  subject:
    topic: International and Comparative Education
  subject:
    topic: Educational Policy and Politics
  subject:
    topic: Administration, Organization and Leadership
  classification: LC5225.A75
  classification: LB2822.75
  classification: 371.26
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: SpringerBriefs in Education
  identifier: 9783319431109
  identifier: http://dx.doi.org/10.1007/978-3-319-43110-9
  record info:
    record creation date: 160830
    record change date: 20160830053227.0
    record identifier: 978-3-319-43110-9