A conceptual model for research in performance standard policies

Abstract

During recent years, many European education systems have attempted to modernise their governance by establishing some variety of an ‘evidence-based governance regime’. Since 2008, a policy of performance standards has been introduced in Austrian education. This policy includes the communication of competence-based output standards, the provision of support material (e.g. competence-based assignments, diagnostic tests) and in-service training opportunities, nationwide comparative competence tests (at the end of the primary and lower secondary cycle of schooling), and data feedback of assessments results to students, teachers, schools, and administrative authorities. The paper aims to develop a conceptual model for research into the processes and effects of such a ‘performance standard policy’. Official documents are analysed in order to formulate the ‘programme theory’ underpinning the policy. Main elements of this policy, its intended effects, and the processes and intermediary mechanisms are outlined in a conceptual model that may be used to organise and orchestrate research into performance standard policies.