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Gorard Stephen (2010). « Serious doubts about school effectiveness ». British Educational Research Journal, vol. 36, n° 5, p. 745–766. En ligne : <http://search.ebscohost ... =fr&site=ehost-live>. 
Added by: Feyfant Annie (24 Jun 2011 12:04:34 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Gorard2010
Categories: General
Subcategories: Évaluation des élèves, Évaluation des élèves, Évaluation des élèves, Pratiques enseignantes, Pratiques enseignantes
Keywords: efficacité, évaluation, évaluation des élèves, pratique pédagogique, réussite scolaire, utilisation des recherches
Creators: Gorard
Collection: British Educational Research Journal
Views: 827/1476
Views index: 23%
Popularity index: 5.75%
URLs     http://search.ebsc ... fr&site=ehost-live
Abstract     
This paper considers the model of school effectiveness (SE) currently dominant in research, policy and practice in England (although the concerns it raises are international). It shows, principally through consideration of initial and propagated error, that SE results cannot be relied upon. By considering the residual difference between the predicted and obtained score for all pupils in any phase of education, SE calculations leave the results to be disproportionately made up of relative error terms. Adding contextual information confuses, but does not help this situation. Having shown and illustrated the sensitivity of SE to this propagation of initial errors, and therefore why it is unworkable, the paper considers some of the reasons why SE has become dominant, outlines the damage this dominant model causes and begins to shape alternative ways of considering what schools do. Numbers are like people; torture them enough and they will tell you anything. [ABSTRACT FROM AUTHOR]; Copyright of British Educational Research Journal is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Added by: Feyfant Annie  
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