scholarly journals A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions

2021 ◽  
Vol 13 (19) ◽  
pp. 11053
Author(s):  
Xiaoyue Hu ◽  
Jie Hu
Keyword(s):  
Secondary Students ◽  
Data Science ◽  
Synergistic Effects ◽  
Student Assessment ◽  
High Achievers ◽  
Global Competence ◽  
School Factors ◽  
Global Issues ◽  
International Student Assessment ◽  
Low Levels

The reinforcement of global competence is vital for students to thrive in a rapidly changing world. This study explores the synergistic effects of both student and school factors on the classification of secondary students with high and low levels of global competence. Data are selected based on 208,556 secondary students from 6902 schools in 25 countries/regions and extracted from the Programme for International Student Assessment (PISA) 2018 datasets. Different from previous research, in this study, data science techniques, i.e., decision trees (DTs) and random forests (RFs), are adopted. Classification models are built to discriminate high achievers from low achievers and to discover the optimal set of factors with the most powerful impact on the discrimination of these two groups of achievers. The results show that both models have satisfactory classification abilities. According to the factor importance rankings in terms of discriminating global competence disparities, student factors play a major role. They especially emphasize students’ capacities to examine global issues, students’ awareness of intercultural communication, and teachers’ attitudes toward different cultural groups.

scholarly journals The Diversity Conflation and Action Ruse: A Critical Discourse Analysis of the OECD’s Framework for Global Competence

2020 ◽  
Vol 49 (1) ◽  
pp. 1-18
Author(s):  
Hajar Idrissi ◽  
Laura Engel ◽  
Karen Pashby
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Global Education ◽  
International Student ◽  
Student Assessment ◽  
Critical Discourse ◽  
Global Competence ◽  
Cultural Backgrounds ◽  
International Student Assessment ◽  
Framework Document

The Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) 2018 includes a measure of global competence. In PISA, global competence is a cross-curricular domain that aims to measure a set of skills and attitudes that support respectful relationships with people from different cultural backgrounds and engage for peaceful and sustainable societies. This paper builds theoretically and empirically from previous research that investigates the framing and messaging of global education policy as well as the tendency to conflate local and global approaches to diversity and difference in research and practice. We critically explore the OECD’s framework of global competence in PISA 2018 by reporting on two key findings from a critical discourse analysis. We examine language use and discursive practices to consider how global competence in the OECD 2018 framework document is structured, messaged, and mediated at an international level, and to what extent it reflects critiques around individualization and conflation of multiculturalism and global citizenship. We organized findings on two major themes, namely encountering the “other” and taking action.

Globalization of Educational Knowledge and Research

2017 ◽  
Author(s):  
Keita Takayama
Keyword(s):  
Education Policy ◽  
Student Assessment ◽  
Knowledge Flows ◽  
Social Progress ◽  
High Achievers ◽  
Global Knowledge ◽  
The West ◽  
International Student Assessment ◽  
The World ◽  
Lesson Drawing

Transnational flows of educational knowledge and research are fundamentally guided by the global geopolitics of knowledge—the historically constituted relations of power born out of the continuing legacy of modernity/coloniality. In the early nation-building stage of the 19th century, state-funded education was at the core of states’ pursuit for economic and social progress. Newly formed nation states actively sought new educational knowledge from countries considered more advanced in the global race toward modernity and industrialization. The transnational lesson drawing in education at the time was guided by the view of modernity as originating in and diffusing from the West. This created the unidirectional flow of educational influence from advanced economies of the West to the rest of the world. Central to the rise of modernity in Western state formation is the use of education as a technology of social regulations. Through the expansion of state-funded education, people were turned into the people, self-governing citizens, and then the population that was amenable to a state’s social and economic calculation and military deployment. But this development was embedded in the geopolitical context of the time, in which Western modernity was deeply entangled with its underside, coloniality in the rest of the world. Various uses of education as a social control were tested out first in colonial peripheries and then brought back to the imperial centers. Today, the use of education for the modernist pursuit of perfecting society has been intensified through the constitution of the globalized education policy space. International organizations such as the World Bank and the Organisation for Economic Co-operation and Development (OECD) act as the nodes through which transnational networks of education policy actors are formed, where the power of statistics for social and educational progress is widely shared. Both developed and developing countries are increasingly incorporated into this shared epistemological space, albeit through different channels and due to different factors. The rise of international academic testing such as OECD’s Programme for International Student Assessment (PISA) has certainly changed the traditional pattern of education research and knowledge flows, and more lesson drawing from countries and regions outside the Anglo-European context is pursued. And yet, the challenges that PISA poses to the Eurocentric pattern of educational knowledge and research flows are curtailed by the persistence of the colonial legacy. This most clearly crystalizes in the dismissive and derogatory characterization of East Asian PISA high achievers in the recent PISA debate. Hence, the current globalization of education knowledge and research remains entangled with the active legacy of coloniality, the uneven global knowledge structure.

scholarly journals 2018 Australian TALIS-PISA Link Report

2021 ◽  
Author(s):  
Kylie Hillman ◽  
Sue Thomson
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
Background Characteristics ◽  
School Life ◽  
School Factors ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Pisa Data

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

scholarly journals THE EFFECTS OF HUMAN AND MATERIAL RESOURCES ON STUDENTS’ MATH ACHIEVEMENT IN 45 COUNTRIES

2014 ◽  
Vol 62 (1) ◽  
pp. 8-20
Author(s):  
Serdar Aztekin ◽  
Haci Bayram Yilmaz
Keyword(s):  
Human Resources ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Individual Student ◽  
Mathematical Literacy ◽  
School Factors ◽  
Material Resources ◽  
International Student Assessment

This study aims to explore the effects of human and material resources on mathematical literacy. For this purpose, mathematical literacy test scores and questionnaire responses of 304,444 fifteen-year-olds in 45 countries participated in the 2012 cycle of Programme for International Student Assessment (PISA) Project, were analysed through two-level and three-level hierarchical linear models (HLM). Selected indices and scales representing material and human resources’ effects on students’ mathematical literacy were investigated. The results revealed that 23% of the total variance in the literacy scores is attributable to between-countries, 34% of the variance is attributable to between-schools and the remaining 43% to individual student characteristics. Only two school factors, the quality of school educational resources and teacher morale, were found to have effects on students’ performance after accounting for the gender, the index of economic, social and cultural status, and the cumulative expenditure on education. The results of the study have potential to help policy makers determine their priorities in education and provide hints for future studies. Key words: human resources, material resources, PISA 2012, hierarchical linear model.

The Big Fish down under: Examining Moderators of the ‘Big-Fish-Little-Pond’ Effect for Australia's High Achievers

2011 ◽  
Vol 55 (2) ◽  
pp. 93-114 ◽  
Author(s):  
Marjorie Seaton ◽  
Herbert W. Marsh ◽  
Alexander Seeshing Yeung ◽  
Rhonda Craven
Keyword(s):  
International Student ◽  
Research Question ◽  
Student Assessment ◽  
High Achievers ◽  
Social Constructs ◽  
International Student Assessment ◽  
Australian State ◽  
Large Representative ◽  
Consistent Support ◽  
Representative Samples

Big-fish-little-pond effect (BFLPE) research has demonstrated that academic self-concept is negatively affected by attending high-ability schools. This article examines data from large, representative samples of 15-year-olds from each Australian state, based on the three Program for International Student Assessment (PISA) databases that focus on different subject domains: reading (2000), mathematics (2003) and science (2006). The overarching research question is whether the size or direction of the BFLPE is moderated by any of a total of 67 moderators (for example ability, study methods, motive, social constructs and Australian states) that were considered. The data showed consistent support for the BFLPE across all Australian states for all three databases. None of the constructs examined moderated the BFLPE and this finding was consistent across states. In conclusion, the BFLPE is remarkably robust in Australia and the study findings generalised well across Australian states and across all moderators investigated.

An International Comparison of Grade 6 Students' Understanding of the Equal Sign

2010 ◽  
Vol 106 (1) ◽  
pp. 49-53 ◽  
Author(s):  
Robert M. Capraro ◽  
Mary Margaret Capraro ◽  
Z. Ebrar Yetkiner ◽  
Serkan Özel ◽  
Hae Gyu Kim ◽  
...  
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
International Comparisons ◽  
High Achievers ◽  
International Studies ◽  
Equal Sign ◽  
Chinese Sample ◽  
International Student Assessment ◽  
The Usa

This study extends the scope of international comparisons examining students' conceptions of the equal sign. Specifically, Korean ( n = 193) and Turkish ( n = 334) Grade 6 students were examined to assess whether their conceptions and responses were similar to prior findings published for Chinese and U.S. students and to hypothesize relationships about problem types and conceptual understanding of the equal sign. About 59.6% of the Korean participants correctly answered all items providing conceptually accurate solutions, as compared to 28.4% of the Turkish sample. Comparison with previous studies in China and the USA indicated that the Chinese sample outperformed those from other nations, followed by Korea, Turkey, and the USA. In large-scale international studies such as Trends in International Mathematics and Science (TIMSS) and the Programme for International Student Assessment (PISA), students from China and Korea have been among the high achievers.

Locating inclusion within the OECD’s assessment of global competence: An inclusive future through PISA 2018?

2021 ◽  
pp. 147821032110066
Author(s):  
Donella Cobb ◽  
Daniel Couch
Keyword(s):  
Social Justice ◽  
Young People ◽  
Market Economy ◽  
International Student ◽  
Student Assessment ◽  
Standardized Assessment ◽  
Global Competence ◽  
International Student Assessment ◽  
Competence Framework

In 2018, Programme for International Student Assessment (PISA) introduced an assessment of global competence to equip young people with the skills, knowledge, attitudes and values to create “an inclusive and sustainable world” (OECD, 2018 : 1). Throughout this article, we take the OECD seriously at their claims around inclusion. We look critically at the global competence framework to ask what PISA means by inclusion and trouble the idea that inclusion can function effectively within a global standardized assessment. We put Bernstein’s ( 2000 ) notion of recontextualization to work to demonstrate how inclusion takes on new meaning as it moves between each iteration of the global competence framework. We show how this recontextualization re-orientates inclusion from a social justice imperative toward supporting young people’s inclusion into a globalized market economy.

Analyzing the Achievement and Isolation of Immigrant and U.S.-Born Students: Insights From PISA 2012

2017 ◽  
Vol 31 (6) ◽  
pp. 830-857
Author(s):  
Jeanne M. Powers ◽  
Margarita Pivovarova
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
School Experiences ◽  
Policy Implications ◽  
School Factors ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Political Debates ◽  
Research And Policy

The 2016 Presidential election and the first months of the Trump administration have propelled immigration to the center of U.S. political debates. We use data from the Programme for International Student Assessment (PISA) 2012 to provide insights into the school experiences of high school–age immigrants and their U.S.-born peers. Our findings indicate that the immigrant–U.S.-born achievement gap is a race and wealth gap, and is also mediated by school factors. We also found that a substantial number of U.S.-born students attended schools that did not enroll immigrant students. We conclude by highlighting the research and policy implications of our findings.

scholarly journals What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using PISA Data

2021 ◽  
Author(s):  
Tommaso Agasisti ◽  
Francesco Avvisati ◽  
Francesca Borgonovi ◽  
Sergio Longobardi
Keyword(s):  
Academic Success ◽  
Economically Disadvantaged ◽  
Large Scale ◽  
Student Assessment ◽  
School Level ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Additional Time ◽  
School Factors ◽  
International Student Assessment

AbstractMany school-level policies, such as school funding formulae and teacher allocation mechanisms, aim at reducing the influence of students’ low socio-economic condition on academic achievement. Benchmarks and indicators based on large-scale international assessments can be used to measure academic success and identify if and when disadvantaged students are successful. We build on such work and develop a new method for identifying a cross-country comparable metric of the academic success of socio-economically disadvantaged students using data from the Programme for International Student Assessment (PISA). We estimate the prevalence of successful disadvantaged students in 56 countries, as well as changes over time between 2006 and 2015. In addition, we focus on the PISA 2015 edition and explore school factors associated with the probability that disadvantaged students will be successful academically in a subsample of 18 countries. Findings reveal that successful disadvantaged students attend schools with a better disciplinary climate and that provide additional time for instruction in key subjects.

scholarly journals Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct

2018 ◽  
Vol 10 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Christine Sälzer ◽  
Nina Roczen
Keyword(s):  
Student Achievement ◽  
Comparative Studies ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Quality Standards ◽  
Global Competence ◽  
International Student Assessment ◽  
Large Scale Assessments ◽  
International Comparative

International large-scale assessments such as the Programme for International Student Assessment (PISA) yield comparative indicators of student achievement in various competence domains. This article focuses on global competence as a suggested cross-curricular domain for the PISA 2018 study. The measurement of global competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have so far not been sufficiently targeted, Germany, among several other countries, has decided not to assess global competence in the upcoming PISA cycle. In conclusion, propositions are made regarding viable options to capture global competence in international comparative studies so that established quality standards can be met.

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