Measuring Innovation in Education

A New Perspective

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Do teachers innovate? Do they try different pedagogical approaches? Are practices within classrooms and educational organisations changing? And to what extent can change be linked to improvements? A measurement agenda is essential to an innovation and improvement strategy in education. Measuring Innovation in Educationoffers new perspectives on addressing the need for such measurement.

This book’s first objective is informative: it gives readers new international comparative information about innovation in education compared to other sectors. And it documents change in a variety of dimensions of school practices between 1999 and 2011. Its second objective is methodological: it assesses two approaches to capturing the extent and type of innovation occurring within and across education systems. The third objective is exploratory: this book showcases a large-scale pilot that presents over 200 measures of innovation in education using existing international data. Last but not least, the fourth objective is prospective: this report proposes new approaches to measuring innovation in education in the future.

This book is the beginning of a new journey: it calls for innovations in the field of measurement – and not just of education.



Innovation in evaluation and hiring in schools

Centre for Educational Research and Innovation

Innovation in schools can take the form of a change in the use of benchmarking, monitoring and feedback activities. Student assessment and achievement data may be used for comparing a school’s performance against national benchmarks, against other schools or for monitoring its progress over time to better understand its strengths and weaknesses. Feedback received from assessments can be used for further instructional and curriculum improvement. The aim of innovation with regard to increasing the use of benchmarking, monitoring and feedback activities could be, for example, to improve teaching quality through increased feedback. A decrease may result from the desire to decrease between-school competition or limit the burden of data collection by reducing these activities.




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