Led On Line
Presentazione - About us
Novita' - What's new
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

Un’applicazione di indicatori, basata sulla ricerca, per misurare la qualità dell’istruzione

Jaap Scheerens, Jan van Ravens, Hans Luyten


A Research Based Application of Indicators to Measure Educational Quality

This article considers perceptions of educational quality and the use of educational indicators to measure quality. Use of quality indicators is illustrated on the functioning of primary and secondary education in the Netherlands. The well-known systems model, which defines education as a production process that is supported by certain inputs and leads to specific outcomes, is used as a basic framework to present more specific facets of educational quality. These are: productivity, effectiveness, efficiency, equity and responsiveness to the external context. Elements of the systems model are also seen as the basis for defining input, process, outcome and context indicators. In the application to Dutch primary and secondary education the emphasis is on the use of outcome indicators. In this application achievement and attainment outcome indicators are analyzed together. The Netherlands has been scoring consistently high on international comparative assessments in reading, mathematics and science, but shows attainment level that are only slightly above the mean of OECD countries. This pattern of achievement and attainment indicators is seen as indicative of the selectivity of the Dutch education system, which in its turn can be explained by the high level of stratification. It is concluded that there is room for improvement in the realm of educational attainment even more than is the case for achievement, which is the focus of current educational policy.


Dutch education system; Educational Indicators; Educational Quality; International comparative assessments; Selectivity of the education system; Indicatori dell’istruzione; Qualità del sistema scolastico; Sistema di istruzione

Full Text:


Copyright (©) 2014 Journal of Educational, Cultural and Psychological Studies (ECPS Journal) – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi 

Referee List

© 2001 LED Edizioni Universitarie di Lettere Economia Diritto