scholarly journals PISA as a Challenge for Science Education: Inherent Problems and Problematic Results from a Global Assessment Regime

2017 ◽  
pp. 327-363 ◽  
Author(s):  
Svein Sjøberg
Keyword(s):  
Personal Development ◽  
International Student ◽  
Free Market ◽  
Close Contact ◽  
Local Level ◽  
Student Assessment ◽  
Developed Countries ◽  
Main Concern ◽  
Underlying Assumption ◽  
International Student Assessment

We experience the emergence of a global educational reform movement, where the OECD (Organization for Economic Cooperation and Development) through its project PISA (Programme for International Student Assessment) has become the key driver. PISA and its focus on league tables and rankings influence educational debates and educational policy world-wide. The OECD is, with PISA as the main instrument, emerging as a kind of global ministry of education, promoting theirown standardized curriculum and system of quality assessment. PISA is designed to be used by the 30+ modern, highly developed countries in the OECD, but is also used by some 40 less developed non-OECD countries as a benchmark for their education system. This influence of OECD will be further widened by a version of PISA that will target developing countries, “PISA for development”. This instrument has the same underlying assumptions and ideals as PISA: the main concern is the national economy, not the personal development of the learner. There is also the underlying assumption that competition is always good, and that a free-market economy always promotes quality. The increasing role taken by the OECD is pushing aside the influence of international organization with different agendas and ideals, like UNESCO and UNICEF. Since studies like PISA by design cannot identify causal relationships behind neither success nor failure, the educational consequences of the studies are not clear. In many countries, PISA results are used to legitimize market-driven reforms, control of the teachers, payment by test results for teachers and principals, erosion of the public school system, privatization and the introduction of more testing regimes.In this development, the OECD now operates in close contact with the world’s largest commercial company in the education sector, Pearson Inc. The success of PISA as an instrument of governance is currently expanded also to target schools and their teaching in a more direct way: a PISA-like instrument, “PISA for Schools” is developed for local use, for schools and school districts, enabling them to compare their own schools to “PISA winners”. This development may also create anxiety and concern not only at the national or federal level, but also at the local level. This test is also a commercial product, opening up a large and untapped market.  

scholarly journals Casa, Escuela y Ciudad: el cultivo del lenguaje en un mundo digital

2021 ◽  
Vol 79 (278) ◽  
Author(s):  
M. Rosario González Martín ◽  
◽  
Gonzalo Jover ◽  
Alba Torrego ◽  
◽  
...  
Keyword(s):  
Personal Development ◽  
International Student ◽  
Student Assessment ◽  
Dual Function ◽  
Digital Revolution ◽  
International Student Assessment ◽  
Digital World ◽  
Digital Discourse ◽  
False Dichotomy ◽  
Digital Environments

This paper aims to show the importance of language and the challenges it faces in the digital revolution by considering the possibilities for cultivating it during adolescence in three fundamental spaces: Homes, Schools, and Cities. It starts by analysing the dual function of language as a means of both communication and representation, as how one receives one’s heritage and imagines and projects one’s future. It then considers the false dichotomy between digital competency and reading skills in light of the latest results from the Programme for International Student Assessment (PISA). Reading can no longer be understood just as the ability to enjoy dusty volumes of old classics languishing on library bookshelves. Rather, it can be defined as a set of strategies that enable personal development and participation in society. This extension of the concept inexorably involves the competence of acting creatively in digital environments. Unfortunately, these environments go largely unheeded at School, where they are relegated to the mundane world of play. At Home, however, digital discourse can be experienced as unfathomable, where the digital divide makes it a world apart. Therefore, collaboration between School and Home becomes vital for ensuring that adolescents’ immersion in the digital world leads to critical, responsible participation in citizenship.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Siti Hannah Padliyyah
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Active Role ◽  
Stem Learning ◽  
International Student Assessment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

Integrasi Kaidah Fiqih dalam Pembelajaran Ekologi

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
Assessment Program ◽  
Science Motivation

Tujuan esai ini ialah untuk mengembangkan rancangan pembelajaran ekologi dengan mengintegrasikan kaidah fiqih sebagai upaya untuk meningkatkan motivasi belajar dan melatih literasi saintifik siswa. Diperoleh hasil bahwa kaidah fiqih dapat diintegrasikan ke dalam pembelajaran ekologi. Dalam integrasi tersebut, kaidah fiqih yang dipilih ialah kaidah keempat dari lima kaidah utama yaitu, “menghilangkan bahaya” (Arab: الضَّرَرُ يُزَالُ). Sementara konsep ekologi yang diambil berupa faktor penunjang kehidupan di bumi, ekosistem, dan perubahan lingkungan. Literasi saintifik dapat diukur menggunakan indikator kompetensi literasi saintifik dari kerangka kerja PISA (Programme for International Student Assessment; Program Penilaian Pelajar Internasional). Untuk motivasi belajar bisa diukur berdasarkan science motivation questionnaire (SMQ) yang terdiri dari 30 buah pertanyaan yang dinilai menggunakan Skala Likert tipe 5 skala.

scholarly journals Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

2017 ◽  
Vol 10 (5) ◽  
pp. 26 ◽  
Author(s):  
Olga Ioannidou ◽  
Despoina Georgiou ◽  
Andreas Obersteiner ◽  
Nilufer Deniz Bas ◽  
Christine Mieslinger
Keyword(s):  
Teacher Education ◽  
University Students ◽  
Prospective Teachers ◽  
International Student ◽  
Teacher Education Program ◽  
Student Assessment ◽  
International Student Assessment ◽  
The Impact ◽  
Very High ◽  
Expected Outcomes

The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

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