High model congruence indicates that the criteria and indicators of effectiveness developed are similar, consistent, compatible, or at least not conflicting in nature. the degree to which the school's productive output meets standards of quantity, quality, and timeliness of people who receive, review, and / or use that output.
High model congruence indicates that the criteria and indicators of effectiveness developed are similar, consistent, compatible, or at least not conflicting in nature. the degree to which the school's productive output meets standards of quantity, quality, and timeliness of people who receive, review, and / or use that output.
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High model congruence indicates that the criteria and indicators of effectiveness developed are similar, consistent, compatible, or at least not conflicting in nature. the degree to which the school's productive output meets standards of quantity, quality, and timeliness of people who receive, review, and / or use that output.
Copyright:
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Download as PPTX, PDF, TXT or read online from Scribd
ndividual Level nstitutional Level Community Level Society Level nternational Level Goal X X X X X Resource-nput X X Process X X Satisfaction X X X X X Legitimacy X X X neffectiveness X X Organizational Learning X X X X X Total Quality Management X X X X X < Referring to the extent to which the conceptions of SE in models are consistent < High model congruence indicates that the criteria and indicators of effectiveness developed are similar, consistent, compatible, or at least not conflicting in nature. < The degree to which the school's productive output meets standards of quantity, quality, and timeliness of people who receive, review, and/or use that output. < The degree which the process of carrying out the work enhances the capability of school members to work together interdependently in the future < The degree to which the school experience contributes to the growth and personal well-being of school members. Time Criterion A Criterion B Criterion C Criterion D Criterion E Condition School based management Driving Forces Leadership Strategic management mechanism Environmental Analysis Systematic planning & structuring Appropriate staffing & directing Constructive monitoring & evaluating Next cycle Leadership Strategic Management Process in School ModeIs of SE SBM & SM Goal Model Goals are subject to review and development after cyclic environment analysis System-resource model Flexibility of procuration and use of resources is increased; autonomy is given to procuration of more resources; strategic planning helps to procure more resources nternal process model nternal environment is reviewed and analyzed cyclically; evaluation and development planning facilitate improvement and development for individuals, groups and the school Legitimacy model Systematic environmental analysis and school evaluation help the school develop appropriate legitimate activities and ensure accountability Organizational learning model Strategic management planning process is continuous learning process that helps the school be aware of the changing educational environment and needs, overcome external constraints and internal barriers, improve performance, and develop itself effectively neffectiveness model Systematic school evaluation provides information for improving poor performance, solving problems, and eliminating difficulties < Terdapat beberapa definisi:- < Suatu item maklumat yang dikumpul dalam satu jangka masa tertentu (skala interval) untuk melihat/mengesan perkembangan atau pencapaian prestasi sesebuah sistem Fitz- Gibbon , 1990 < Statistik yang dikumpul dalam suatu jangka masa tertentu untuk melihat/mengesan pencapaian prestasi suatu sistem pendidikan - Ergo, 1990 < Himpunan statistik dengan konstruk asas pendidikan dan berguna dalam konteks amalan polisi pendidikan Shavelson -1989 < Statistik yang layak dipanggil indikator bila ia dapat menerangkan sebahagian besar atau seluruh sistem walaupun dengan sedikit angka yang signifikan (OER, 1988) < Sebagai contoh:- < Jumlah pelajar yang mendaftar (bukan indikator) kerana tidak menerangkan fungsi < Kadar pelajar yang lulus Matematik berbanding jumlah yang ambil (indikator) < Jika digunakan untuk mendapat maklum balas pencapaian pendidikan:- mesti memberi maklumat yang sah dan berkaitan dengan matlamat yang ditetapkan Mesti mengandungi maklumat berkenaan ciri-ciri berkaitan dengan tindakan bagi menggelakkan pengaruh pelaksana dan pembuat dasar ndikator mesti bersifat informatif, adil dan diterima sebagai berguna untuk membolehkan sebarang penggunaan yang melibatkan kos Jika suatu perubahan berlaku, indikator harus sensitif untuk menggambarkan perubahan tersebut Pelaksana mesti menerima indikator pendidikan sebagai benar jika ingin digunakan sebagai indikator kepada sesuatu perubahan yang bakal berlaku dalam sebuah organisasi < Terdapat dua pendekatan:- < 'Sistem Modelling - indikator dipilih untuk menjelaskan tujuan pelaksanaan sesuatu sistem (kompleksiti proses pendidikan) - melibatkan pungutan data pelbagai variabel dari tahap yang berbeza - sukar dilaksana dalam skala yang kecil kerana melibatkan kos yang tinggi < Problem Finding bertujuan untuk mencari indikator yang dapat memberi tanda tanda kewujudan masalah mempunyai fokus yang konsisten dengan sistem pengurusan mudah dilaksana dalam skala yang kecil < ndikator perlu rujuk kepada nilai hasil keluaran mengikut unit yang diuruskan < ndikator berkait outcomes lihat staf mana yang mampu memberi pengaruh < ndikator outcomes adalah bersifat kontekstual perlu dijelaskan bagi memperoleh keadilan < ndikator mampu memberi maklum balas kepada penambahbaikan pengurusan (tidak berguna jika simpan dalam fail sahaja) < ndikator harus diterimapakai, dan adil bagi semua < ndikator harus boleh menerangkan mengenai sesuatu < ndikator tidak menipu lebih banyak data digunakan untuk umum lebih sedikit penipuan yang didapati < ndikator boleh diuji semak < ndikator boleh dianggap telah diperbaiki jika pencapaian sesuatu unit dilihat ada perubahan < Harus diambil dari segi masa, proses yang dijalankan dan hasil yang akan diperoleh < Harus berdasarkan kepada apa yang hendak dinilai bermula dengan hasil < Kebiasaan hasil yang dilihat adalah pencapaian pelajar < ntake : Enrolment, resource basis < Process : Attendance, resource allocation < mmediate Output : Completion rates, cost analysis < Long term outcomes : employment, education, prisons, cost benefit analysis Productions : Student and school resources < ntake : well being, satisfaction, interests < Process: experiences (breadth, value) < mmediate output: satisfaction measures, responses to courses and to institution < Long term outcomes: adult reported quality of life. Freedom form negative outcomes Quality of Life: intrinsic values < ntake: characteristic attitudes, expectations, values, motivation < Process: support services, counselling, pastoral care, teaching and learning process < mmediate output: attitudes of concern on the course < Long term outcomes: values from course and perceived value of course in the light of experience Affective domain < ntake; prior skills and behaviors < Process; teaching and learning processes aimed at the behavioral outcomes including skills < mmediate output; skills, health practices, fitness < Long term outcomes; retained skills and behaviors Behavioral domain: prior skills and behaviors < ntake; prior achievement and developed aptitudes, expectations of the course < Process; teaching and learning processes aimed at academic outcomes, knowledge and understanding < mmediate output; raw achievement and value added < Long term outcomes; retained knowledge and understanding Cognitive domain: aptitudes and achievement < Produktiviti < Effisiensi < Kualiti < Ketidakhadiran < Turnover" (pusing ganti) < Kepuasan kerja guru < Kepuasan pelajar < Motivasi < Kejelekitan (Kolaboratif) < oal consensus" < "Internalization of organizational goals" < "Leadership management skills" < "Information management and communications" < "Readiness" < Stability" < "Training and development emphasis" < "Achievement emphasis" < Teacher Characteristics Formal educational attainment Teacher training attainment Age/experience Attrition/turnover Subject specialization Subject mastery Verbal ability Attitudes Availability measures < Facilities School size Students per school Students per class Classroom per school Classes per classroom Availability of special-use facilities Utilization of special facilities Condition of facilities < Equipment Availability Utilization Condition Curriculum/educational materials Availability of textbook and support materials Utilization of textbook and support materials Articulation of curriculum Dissemination of curriculum < Administrative capacity Educational attainment Administrative training Age/experience Organizational context and incentives < Administrative Behavior Frequency, extent and purpose of external administrative visits. Nature, frequency, and result of contact with community < Teacher Time Allocations Administrative tasks nstructional tasks Preparation nstruction Review Remediation Monitoring and evaluation < Student time allocations Time on-task nteraction with teacher nteraction with peers nteraction with materials and equipment Time off-task < Attainment Progression rates Attrition rates Repetition rates < Achievement Examination results Absolute levels Averages Scores relative to other groups Mastery levels Achievement gains Effects size School grades Attitudes and behaviors Equity effects Range Quantile deviation Mean deviation Distribution among criterion levels < Admission to further study < Achievement in further study < Employment nitial occupational choice Lifetime occupational choice Aggregate employment rates Job search periods Earining < Attitudes and Behaviors Social responsibilities Social views and opinions Politicals orientation Consumer behavior Externalities ncreased social mobility Change in personal values mproved political participation Reduced unemployment mproved mix of manpower skills. etc < From whose perspective is effectiveness to be judged? < Which area of activity within an organization determines effectiveness? < At which level of the organization is effectiveness analyzed? < What sort of data is used to form an opinion on effectiveness? < What standards or measures are used in order to make effectiveness judgments? < When trying to find school effects importance of schools the following points need to be addressed:- < Which criterion should be used? Achievement or attainment measures? ntermediate or ultimate effectiveness measures? General or specific curriculum test?