The estimation theory as a basic of Educational Value Added methodology in assessing the quality of school education

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dc.contributor.authorPasikowski, Sławomir
dc.contributor.organizationAkademia Pomorska w Słupskupl_PL
dc.date.accessioned2016-07-06T17:45:15Z
dc.date.available2016-07-06T17:45:15Z
dc.date.issued2014
dc.description.abstractThe widespread adoption of the idea of the Educational Value Added (EVE) meets in Poland with the many voices of support and opposition, within the same environment, i.e. among teachers and academics. A distanced evaluation of the issues makes it possible for us to look in a less biased way at the arguments presented by the proponents and the opponents of assessment and predictions of learning outcomes by means of EVE. Much of the criticism against EVE and the failures in its application, but also excessive confidence to it, is rooted in unfamiliarity with its fundamentals, primarily based on the Estimation Theory.pl_PL
dc.description.epersonSławomir Pasikowski
dc.identifier.citationPasikowski, S. (2014). The estimation theory as the basis of Educational Value Added methodology in assessing the quality of school education. International Forum for Education, 2014, No. 1 (7), s. 152-161.pl_PL
dc.identifier.issn2084-4204
dc.identifier.urihttps://open.icm.edu.pl/handle/123456789/9972
dc.language.isoenpl_PL
dc.rightsUznanie autorstwa 3.0 Polska
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/pl/
dc.subjectquality of educationpl_PL
dc.subjectEducational Added Valuepl_PL
dc.subjectEstimation Theorypl_PL
dc.titleThe estimation theory as a basic of Educational Value Added methodology in assessing the quality of school educationpl_PL
dc.typearticlepl_PL
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