Comparing the Efficiency of Schools Through International Benchmarking: Results From an Empirical Analysis of OECD PISA 2012 Data

2018 ◽  
Vol 47 (6) ◽  
pp. 352-362 ◽  
Author(s):  
Tommaso Agasisti ◽  
Pablo Zoido
Keyword(s):  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Data Envelopment ◽  
Managerial Efficiency ◽  
Nonparametric Approach ◽  
International Student Assessment ◽  
International Benchmarking ◽  
Oecd Pisa

This paper derives efficiency scores for around 8,500 schools in 30 countries, using Programme for International Student Assessment 2012 data and a nonparametric approach called data envelopment analysis as method. On average, achievement scores of schools can be increased by 27%, holding inputs constant. Efficiency scores vary considerably both between and within countries; the role of managerial efficiency and structural differences due to operating in different contexts (countries) is disentangled. Subsequently, a number of school-level factors are found to be correlated with efficiency scores and indicate potential directions for improving educational results. Heterogeneity of such characteristics across countries and along the distribution of efficiency is explored.

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.

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.

scholarly journals PROBLEMS OF RUSSIAN SCHOOL EDUCATION IN PISA CONTEXT

2021 ◽  
Vol 2 ◽  
pp. 656-667
Author(s):  
Iosif Zaia ◽  
Ekaterina Manuylova ◽  
Artur Gevorkyan ◽  
Pavel Nesterov ◽  
Sergei Gavrov
Keyword(s):  
International Student ◽  
Social Role ◽  
Student Assessment ◽  
School Teachers ◽  
Heterogeneous Information ◽  
International Student Assessment ◽  
Training Courses ◽  
Modern Technologies ◽  
Made In

The article based on the research which aim is to clear, how common teaching practices in Russian schools affecting the decline in the results of students when performing tasks of the Programme for International Student Assessment (PISA). The authors of the article try to understand why teachers so often prefer quite old training technologies. In the course of study these problems, members of research team conducted interviews and discussions with school teachers from the Moscow region who were trained in advanced training courses at the Academy of Public Administration. Intensive interaction with teachers helped the authors to draw a conclusion that the avoiding more effective contemporary training technologies is due to certain conditions in which the teacher works. Another conclusion made in the article: teachers fail in teaching students not because they do not have enough knowledge of modern technologies and techniques or because they underestimate the importance of developing critical thinking, anthropological imagination, knowledge of meta-subject connections, the skills to understand texts and work with heterogeneous information, but because they are not ready to accept the changing social role of the school. 

scholarly journals Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?

2017 ◽  
Vol 25 ◽  
pp. 92 ◽  
Author(s):  
Steven Lewis
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Topological Spaces ◽  
Global Learning ◽  
Policy Cycle ◽  
International Student Assessment ◽  
New Variant

This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how ‘world-class’ schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can ‘talk back’ to national and state authorities, and potentially promote more ‘authentic’ understandings of, and possibilities for, schooling accountability.

Facilitating Reading Engagement in Shared Reading

Poetics Today ◽  
2021 ◽  
Vol 42 (2) ◽  
pp. 229-251
Author(s):  
Mette Steenberg ◽  
Charlotte Christiansen ◽  
Anne Line Dalsgård ◽  
Anne Maria Stagis ◽  
Liv Moeslund Ahlgren ◽  
...  
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Shared Reading ◽  
Literary Analysis ◽  
Reading Engagement ◽  
Literary Reading ◽  
International Student Assessment ◽  
Specific Practice ◽  
Educational Need

Abstract This article responds to this special issue's overarching interest in the relation between modes of reading and the experiences of actual readers by analyzing how the specific practice of shared reading facilitates readers’ engagement in literary reading. The article responds both to an under-investigated dimension of the practice of shared reading, that of the role of facilitation, and to a pressing articulated and educational need to develop additional and better methodologies for fostering literary reading engagement, as existing results from the Organisation for Economic Co-operation's Programme for International Student Assessment (PISA) have demonstrated the importance of reading engagement for both academic achievement and social mobility. By linking the notion of engagement within the PISA framework with phenomenologically oriented empirical research on expressive reading and the notion of emergent thinking in existing shared reading research, the article argues for the role of the reader leader in facilitating literary engagement. These connections may inspire literary scholars to consider the link between literary analysis and the didactics of literary reading.

The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries

2021 ◽  
Vol 62 (2) ◽  
pp. 115-140
Author(s):  
Josef Kuo-Hsun Ma
Keyword(s):  
Digital Divide ◽  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Digital Competence ◽  
International Student Assessment ◽  
Institutional Settings ◽  
Educational Expenditures ◽  
E Learning ◽  
At Home

Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

Principals and Student Achievement

2018 ◽  
pp. 84-117 ◽  
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

Who is More Likely to Participate in Private Tutoring and Does it Work?: Evidence from PISA (2015)

2018 ◽  
Vol 1 (3) ◽  
pp. 69-95 ◽  
Author(s):  
Xiangyi Liao ◽  
Xiaoting Huang
Keyword(s):  
Scientific Literacy ◽  
International Student ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Educational Expectations ◽  
Private Tutoring ◽  
School Level ◽  
After School ◽  
Exact Matching ◽  
International Student Assessment

Purpose In recent years, private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure. This paper aims to analyze the factors that affect Chinese students’ participation in private tutoring and the effectiveness of private tutoring. Design/Approach/Methods We use data from the Programme for International Student Assessment (PISA) 2015 of Mainland China area and focus specifically on science-related private tutoring. Multilevel logistic model and hierarchical linear model based on coarsened exact matching (CEM) are used to conduct the investigations. Findings Empirical results show that individual level factors including student's interest in science, educational expectations, and school-level factors such as school autonomy, science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring. Moreover, science-related private tutoring has not significantly improved the overall scientific literacy scores of students. In addition, private tutoring has widened the performance gap among students from different socioeconomic backgrounds, with students from socioeconomically advantaged family experiencing more significant gains from tutoring. Originality/Value These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.

Never Waste a Crisis: Understanding the Welsh Policy Response to PISA in the Context of the Globally Structured Reform Agenda

2017 ◽  
Vol 19 (1) ◽  
pp. 182-191
Author(s):  
Lizzie Swaffield
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Education Systems ◽  
National Education ◽  
Reform Agenda ◽  
International Student Assessment ◽  
National Education Systems ◽  
Modes Of Governance ◽  
The Impact

This article considers the nature of the globally structured reform agenda including the role of international organisations and the development of new supra-national modes of governance. It discusses the impact of this agenda on education policy within national education systems with a particular focus on the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) as an example of the globally structured reform agenda. It explores the role PISA has in global educational governance and in influencing the transfer of policy between education systems. Policy responses to PISA are critically discussed with a particular focus on the response in Wales. It is argued that new supra-national modes of governance shape education systems and the transfer of policy between them, but that they are also used as a tool to further domestic political agendas in order to bring about reforms.

scholarly journals Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

2015 ◽  
Vol 23 ◽  
pp. 108 ◽  
Author(s):  
Haigen Huang
Keyword(s):  
United States ◽  
Socioeconomic Status ◽  
Achievement Gap ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
The United States ◽  
Learning Time ◽  
International Student Assessment

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

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