Towards enriched standardised testing: Constructing relevant school-level indicators of learning progress in secondary education

The central theme of the project is the development of an indicator set suitable for reporting the learning progress results of the standardised tests planned by the Flemish government to secondary schools. The indicator set takes into account the longitudinal aspect of the learning progress measurement and the complexity of Flemish secondary education trajectories (pupil mobility between schools, grade retention, inter-track mobility, early school leaving). The project concerns the following research questions: (a) How can real stable secondary schools be identified? (b) How can a secondary school-level indicator of learning progress properly reflect a bivariate pattern of achievement scores within the school, account for the interference of tracking, inter-track and inter-school mobility, grade retention and early school leaving, and be additive, complete, robust, and suitable for feedback and monitoring? (c1) How can local school clusters providing complete secondary education trajectories be identified? (c2) Which roles of schools within their local school cluster can be distinguished?