Conclusion
There are volumes of data and much other information potentially available for school systems and schools for evaluating performance and modifying policy and practice. There is always a risk of injudicious data gathering that creates more information than can sensibly be used. We often known more than we understand. Careful selection of the data to be used and appropriate analysis and interpretation can turn information into understanding and perhaps, finally, wisdom.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Adams, R.; Doig, B.; Rosier, M. 1991.Science achievement in Victorian schools: 1990. Hawthorn, Victoria, Australian Council for Educational Research.
——— 1992.Tapping students' science beliefs. Hawthorn, Victoria, Australian Council for Educational Research.
Board of Studies. 1995.English—curriculum and standards framework. Carlton, Victoria.
Department of Employment, Education and Training. 1988.Report of the Aboriginal education policy task force. Canberra, Australian Government Publishing Service.
Interim Committee for the Australian Schools Commission. 1973.Schools in Australia, Canberra, Australian Government Publishing Service.
Management Committee for the National School English Literacy Survey. 1997.Mapping literacy achievement: results of the 1996 National School English Literacy Survey. Canberra, Department of Employment, Education, Training and Youth Affairs.
Masters, G.N.; Forster, M. 1997.Literacy standards in Australia. Canberra, Commonwealth of Australia.
McGaw, B. 1997.Shaping their future: recommendations for reform of the higher school certificate. Sydney, Department of Training and Education Co-ordination.
New South Wales Minister for Education and Training. 1997.Securing their future: the New South Wales Government's reforms for the higher school certificate. Sydney, NSW Government.
Quality of Education Review Committee. 1985.Quality of education in Australia. Canberra, Australian Government Publishing Service.
Stacey, K. in press. Insights for mathematics. In: Lokan, J.; Greenwood, L., eds.Raising Australian standards in mathematics and science: insights from the Third International Mathematics and Science Study. Melbourne, Australian Council for Educational Research.
Victorian Commission of Audit. 1993.Report of the Victorian Commission of Audit. Melbourne, Victorian Commission of Audit.
Additional information
Original language: English
Barry McGaw (Australia) Ph.D. from the University of Illinois. Since 1986, Director of the Australian Council for Educational Research. Originally trained as a secondary science teacher. After completing a post-graduate B.Ed. Honours degree, he joined the Research and Curriculum Branch of the Queensland Department of Education. Following a period of further study in the United States, he became Head of that Branch. In 1976, he was appointed Professor of Education at the Murdoch University in Western Australia. Research interests are in measurement, learning and research policy. He has been engaged in a number of projects for UNESCO and the OECD
About this article
Cite this article
McGaw, B. How can evaluation contribute to educational policy? the uses of information in Australia. Prospects 28, 117–134 (1998). https://doi.org/10.1007/BF02737784
Issue Date:
DOI: https://doi.org/10.1007/BF02737784