scholarly journals PARTICIPATION OF UKRAINE IN INTERNATIONAL PISA-2018 TESTING AND OBJECTIVE ANALYSIS OF RESULTS

2021 ◽  
Author(s):  
Olena Korsak ◽  
◽  
Yurii Korsak ◽  
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Developed Countries ◽  
Educational Systems ◽  
Professional Activities ◽  
Generation Z ◽  
Quality Ratings ◽  
Analysis Of Results ◽  
International Testing ◽  
First Time

The relevance of our research is that for the successful development of the country in the nearest future, it is necessary to assess adequately the situation reflecting the level of knowledge of Ukrainian schoolchildren in comparison with other countries. The progress and economy of countries is very dependent on the quality of the educational system and the scientific complex. A competition in education began to exist among the traditional forms of competitions among the states. Developed countries make attempts to attract the best youth from other countries that’s why the purpose of the study is to investigate the problem of pedagogical measuring. The objective of our study is to analyze and compare students’ educational achievements in international measurements. There are many reasons to determine the importance of qualitative and quantitative measuring of educational systems and for this purpose, developed countries have organized the international testing of pupils of all ages. The article focuses on reading skills among pupils of elementary school (PIRLS testing), knowledge of pupils of the 4th and 8th forms in mathematics and sciences of nature (TIMSS testing), and a complex measuring of the «readiness for life – XXI» of 15-year-old students (PISA) – Programme for International Student Assessment). Ukraine took part for the first time in the international PISA-2018 test – a comprehensive measurement of the readiness for life of Generation-Z students born in 2002. We offer an analysis of the reaction of Ukrainian educational administrators and experts to the results of intensive two-hour measurements of knowledge and abilities of many hundreds of our adolescents from secondary and vocational schools posted on the Internet. We provide data for all tests 2000-2018 years for the first time in the pedagogical press of Ukraine. They will allow readers to evaluate their own evolution of the results of all tests. So you can find ways to improve their professional activities based on a combination of administratively recommended and own conclusions. We point to the beginning of changes in higher education and in the content of university quality ratings. The new rating (Impact Rankings 2020) also focuses on protecting humanity and environmental problems.

When PISA does not matter? The case of the Czech Republic and Germany

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
David Greger
Keyword(s):  
Czech Republic ◽  
International Student ◽  
Final Section ◽  
Student Assessment ◽  
Educational Systems ◽  
Policy Makers ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Study Programme ◽  
Policy Measures

AbstractThe present paper gives an overview of the reflections of and reactions to publishing the results of the first wave of the OECD study Programme for International Student Assessment (PISA) in the Czech Republic and in Germany. The choice of these two countries enables us to document how the same results could be perceived very differently in diverse country contexts and could lead to a different reaction from policy-makers. In spite of large reforms and numerous policy measures being adopted in Germany in reaction to the PISA results, compared with no response from policy-makers in the Czech Republic, it is argued, that in both countries policy-makers failed to tackle the major problem of their educational systems—its selective nature. In the final section we discuss various mis(uses) of PISA and its supranational and global character influencing local policies.

scholarly journals Social inequality in shadow education: The role of high-stakes testing

2021 ◽  
pp. 002071522098450
Author(s):  
Dieuwke Zwier ◽  
Sara Geven ◽  
Herman G. van de Werfhorst
Keyword(s):  
International Student ◽  
Social Inequalities ◽  
Economic Status ◽  
Student Assessment ◽  
High Stakes Testing ◽  
Educational Systems ◽  
Shadow Education ◽  
High Stakes ◽  
International Student Assessment ◽  
Education Participation

Against the background of the worldwide expansion of shadow education, research shows that students from high socio-economic status (SES) backgrounds participate more in shadow education than students from disadvantaged SES backgrounds. We relate these social inequalities in shadow education participation to institutional features of educational systems. More specifically, we argue that the effect of socio-economic background on participation in shadow education will be stronger in countries characterized by high-stakes testing. Using data from the Programme for International Student Assessment for the year 2012 (PISA 2012), we show that higher SES students participate more in shadow education. For three out of four indicators of shadow education, this relationship is stronger in countries that are characterized by high-stakes testing but only when accounting for unobserved country differences.

scholarly journals PISA Performance of Natives and Immigrants: Selection versus Efficiency

2020 ◽  
Vol 2 (1) ◽  
pp. 9-36
Author(s):  
Andreas Behr ◽  
Gerald Fugger
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Home Country ◽  
Student Assessment ◽  
Educational Systems ◽  
Selection Effects ◽  
Efficient Frontiers ◽  
International Student Assessment ◽  
Educational Efficiency ◽  
Economic Background

AbstractIn most countries, immigrant and native students perform differently in the Programme for International Student Assessment (PISA) due to two main reasons: different immigration regimes and differences in their home-country educational systems. While there is sophisticated literature on the reasons for these performance gaps, it is barely considered in the educational efficiency research. Our approach distinguishes between selection effects caused by immigration policies, and the efficiency of educational systems in integrating immigrant students, given their socio–economic background. Accordingly, we split our sample, which consists of 153,374 students in 20 countries, calculate various different efficient frontiers, and ultimately decompose and interpret the resulting efficiency values. We find large differences in educational system efficiency, when controlling for negative selection effects caused by immigration regimes.

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 The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015

2020 ◽  
pp. 197-224
Author(s):  
Ronny Scherer
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Structural Equation ◽  
Science Achievement ◽  
International Student ◽  
Student Assessment ◽  
Nordic Countries ◽  
Multilevel Structural Equation Modeling ◽  
Educational Systems ◽  
Compensation Hypothesis

AbstractIn both educational and psychological research, the relation between socioeconomic status (SES) and academic achievement is the most widely examined contextual effect. While several research syntheses have reported evidence of positive and significant SES–achievement relations (i.e., higher SES is associated with better academic achievement in several domains), they also reported substantial variation across educational contexts, such as classrooms, schools, and educational systems, and proposed mechanisms underlying these relations. This chapter addressed this variation and tested three hypotheses on the interplay between socioeconomic status, the disciplinary climate in science lessons, and science achievement—the compensation hypothesis, the mediation hypothesis, and the moderation hypothesis. Utilizing the Programme for International Student Assessment (PISA) 2015 data from the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden), multilevel structural equation modeling provided evidence to test the contextual, indirect, and cross-level interaction effects. While evidence for the compensation hypothesis existed in most Nordic countries, evidence supporting the mediating and moderating roles of the disciplinary climate for the SES–achievement relation was sparse.

The Reliability of Trends over Time in International Education Test Scores: Is the Performance of England's Secondary School Pupils Really in Relative Decline?

2012 ◽  
Vol 42 (2) ◽  
pp. 259-279 ◽  
Author(s):  
JOHN JERRIM
Keyword(s):  
Secondary School ◽  
International Education ◽  
Test Performance ◽  
International Student ◽  
Student Assessment ◽  
Educational Systems ◽  
International Student Assessment ◽  
Data Limitations ◽  
Over Time ◽  
Secondary School Pupils

AbstractThe Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) are respected cross-national studies of pupil achievement. They have been specifically designed to study how countries’ educational systems are performing against one another, and how this is changing over time. These are, however, politically sensitive issues, where different surveys can produce markedly different results. This is shown via a case study for England, where apparent decline in PISA test performance has caused policymakers much concern. Results suggest that England's drop in the PISA ranking is not replicated in TIMSS, and that this contrast may be due to data limitations in both surveys. Consequently, I argue that the current coalition government should not base educational policies on the assumption that the performance of England's secondary school pupils has declined over the past decade.

Research on Globalization and Education

2008 ◽  
Vol 78 (2) ◽  
pp. 330-363 ◽  
Author(s):  
Joel Spring
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Educational Practices ◽  
Global Trends ◽  
Global Migration ◽  
International Student Assessment ◽  
Theoretical Perspectives ◽  
The World ◽  
The Rich ◽  
International Testing

Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions are the World Bank, the Organization for Economic Cooperation and Development, the World Trade Organization, the United Nations, and UNESCO. International testing, in particular the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global trends support educational alternatives that will preserve local languages and cultures, ensure progressive educational practices that will protect the poor against the rich, and protect the environment and human rights.

scholarly journals EDITORIAL FOR THEMATIC ISSUE ON “EDUCATIONAL CHALLENGES IN EAST ASIA”

2020 ◽  
Vol 78 (6A) ◽  
pp. 1062-1064
Author(s):  
Kuo-Hung Huang ◽  
Ching-Ching Cheng
Keyword(s):  
Education Reform ◽  
Global Economy ◽  
International Student ◽  
English Language ◽  
Student Assessment ◽  
Educational Practice ◽  
Educational Systems ◽  
International Student Assessment ◽  
Educational Challenges ◽  
Systems Quality

Globalization and education reform is becoming an important topic across the international arena. In response to global pressures for reform, national educational systems' quality is increasingly being compared internationally, and education changes are introduced. For example, uniformity of global curricula, instruction, and testing might result from worldwide trends such as the TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). Also, the growth of English language usage and immigrants might contribute to a growing uniformity of global educational practices for the global economy (Springer, 2008). Nevertheless, there is considerable criticism of the ever-increasing global uniformity in education because ignoring differences in contextual capacity and culture at the national and local levels will result in unintended and unexpected consequences for educational practice (Carnoy & Rhoten, 2002).

scholarly journals Organisation and Context, Efficiency and Equity of Educational Systems: What PISA Tells Us

2005 ◽  
Vol 4 (3) ◽  
pp. 181-194 ◽  
Author(s):  
Marie Duru-Bellat ◽  
Bruno Suchaut
Keyword(s):  
Social Inequality ◽  
Educational System ◽  
International Student ◽  
Social Inequalities ◽  
Student Assessment ◽  
Pedagogical Practices ◽  
Institutional Characteristics ◽  
Educational Systems ◽  
International Student Assessment ◽  
High Degree

After describing both average scores, dispersion, and social inequalities in achievement in the various countries included in the latest Programme for International Student Assessment (PISA) study, this article relates those ‘products' to country economic and cultural characteristics. It then explores relations between student scores and a number of institutional characteristics of countries' educational systems. Results show that relations exist between average scores and certain institutional or pedagogical practices such as grade repeating or tracking. A high degree of social inequality in achievement proves to be associated with overall score dispersion and degree to which educational system differentiates among students.

scholarly journals Does the language spoken at home matter for the education, wellbeing, and sense of belonging of the children of immigrants? And does the answer depend on how we analyse it?

2021 ◽  
Author(s):  
Elina Kilpi-Jakonen ◽  
Jenni Alisaari
Keyword(s):  
Sense Of Belonging ◽  
International Student ◽  
Subjective Wellbeing ◽  
Student Assessment ◽  
Educational Expectations ◽  
Children Of Immigrants ◽  
Educational Systems ◽  
International Student Assessment ◽  
Reading Test Scores ◽  
At Home

Educational disadvantages of children of immigrants have sometimes been linked to speaking a language other than that of school instruction at home. However, thorough investigations of the alleged benefits for immigrant families of adopting the language of the surrounding society are lacking. We used data from a subset of countries in the 2018 Programme of International Student Assessment (PISA) and analysed reading test scores, educational expectations, sense of belonging at school, and subjective wellbeing (positive affect). Our results suggest that the language used at home is not systematically associated with subjective wellbeing or educational expectations. In some countries, switching the home language to that of the destination country is associated with an increased sense of belonging at school and higher reading scores. We discuss these results with reference to ethnic boundary making and how schools and educational systems can respond to the needs of linguistically diverse students.

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