Abstract:

The contribution deals with the possibilities of schools’ results evaluation and unbiased assessment of the so called education value-added. Value-added models in education express school contribution to the progress of a pupil in relation to predetermined educational goals. To determine the education value-added can use different models, one option is to use the model of relative gain of knowledge method. The OECD definition by Educational policy institute (2008): “Value-added models in education express school contribution to the progress of a pupil in relation to predetermined educational goals. Contribution is a value rid of the other factors instrumental to progress in pupil’s education.”

To determine the relative gain of knowledge method (the education value-added) was used data from the years 2007 to 2011. In the school year 2007/2008 was input testing of knowledge of the secondary school pupils and in the school year 2010/2011 was output testing of knowledge of those pupils. Testing in Maths, Czech language and English language was attended by about 5,400 pupils.

In the paper we focused on factors such as “field of study”, “educational attainment of parents” and their modifications and combinations thereof. The results show that the selected field of study significantly affects the size of the total increment of knowledge and in determining the education value-added of school must be to the model include this factor. The same is true in the case of educational attainment of parents factor, which is also significantly affects the measurement of the educational value-added.

Keywords:

Education value-added, relative gain of knowledge, field of study, eduacational attainment of parents, pupil’s education, value-added model.