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.

scholarly journals An Investigation of Master Student Understanding on Mathematical Literacy Problems

2020 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Al Jupri ◽  
Rizky Rosjanuardi
Keyword(s):  
Prospective Teachers ◽  
International Student ◽  
Online Survey ◽  
Student Assessment ◽  
Student Understanding ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Problems And Solutions ◽  
Shape Uncertainty

Indonesian government has been promoting the National Literacy Movement since 2016 to response disappointing results of the Program for International Student Assessment on literacy and mathematical literacy skills of students. This movement involves many parties, including educational universities, to prepare mathematics education students of master level, as prospective teachers or lecturers, to understand mathematical literacy. To investigate this condition, this study aims to analyze master student understanding on mathematical literacy problems. To do so, we conducted an online survey via Google Form involving 32 master students from several universities in Bandung. In this survey, each master student was called for sending two mathematics problems and solutions that considered to be literacy problems. The results revealed that 17 (53%) involved master students understand mathematical literacy problems. The most frequent category of literacy problems to appear was Change and Relationship followed by categories of Space and Shape, Uncertainty and Data, and Quantity, respectively. Another result showed that word problems seemed to be regarded as the same as mathematical literacy problems by some students. We conclude that master student understanding of mathematical literacy needs to be improved for facing future educational careers.

The Impact of Schooling Intensity on Student Learning: Evidence from a Quasi-Experiment

2019 ◽  
Vol 14 (4) ◽  
pp. 679-701
Author(s):  
Vincenzo Andrietti ◽  
Xuejuan Su
Keyword(s):  
Student Learning ◽  
Test Scores ◽  
International Student ◽  
Unobserved Heterogeneity ◽  
Student Assessment ◽  
Immigrant Parents ◽  
High Performing ◽  
International Student Assessment ◽  
Time Required ◽  
The Impact

This paper uses a quasi-natural policy experiment in Germany, the G8 reform, to examine the impact of schooling intensity on student learning. The G8 reform compresses secondary school for academic-track students from nine to eight years, while holding fixed the overall academic content and total instruction time required for graduation, resulting in a higher schooling intensity per grade. Using German extension of the Programme for International Student Assessment data, we find that this reform improves test scores on average, but the effect differs across subgroups of students. The reform effect is larger for girls than for boys, for students with German-born parents than for those with immigrant parents, and for students having more books at home. The heterogeneous reform effects cannot be explained by changes in observed channels. Instead, quantile regression results suggest that unobserved heterogeneity plays an important role: Whereas high-performing students significantly improve their test scores, the lowest-performing students hardly improve at all after the reform. We interpret the unobserved heterogeneity as reflecting students’ capability to cope with the increase in schooling intensity.

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 An Examination of the Links between Technology, Culture, and Reading Proficiency: A Study of the Programme of International Student Assessment (PISA)

2020 ◽  
Author(s):  
Andrew Schenck
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Reading Proficiency ◽  
Reading Scores ◽  
Digital Device ◽  
International Student Assessment ◽  
Use Of Technology ◽  
Device Use ◽  
Impact Of Technology ◽  
The Impact

This study was designed to investigate the relationship between culture, technology, and reading. Reading scores from the Programme of International Student Assessment (PISA) were obtained from 41 countries and compared to: digital device use in the classroom, method of digital device use in the classroom, and digital device use outside the classroom. Results suggest that either no use or extensive use of technology improves overall reading scores. Cultural characteristics such as assertiveness or low institutional collectivism in some countries appear to mitigate this effect, decreasing the impact of technology on reading. Teacher control of technology had the highest impact on reading performance. Finally, as the use of technology outside the classroom increased, reading proficiency tended to decrease, with the exception of the Anglo cultural group.

Teacher Education in Singapore

2019 ◽  
Author(s):  
Jason Loh ◽  
Guangwei Hu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
International Student ◽  
Student Assessment ◽  
Theory And Practice ◽  
Leadership Role ◽  
Ministry Of Education ◽  
International Student Assessment ◽  
Teacher Training College

Since the turn of this century, and especially in the past decade, Singapore has consistently done well in international benchmark studies, be it the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the International Baccalaureate diploma assessment. Singapore’s sterling performance in these different benchmark assessments has been widely attributed to the quality of its teaching force, which is, in turn, ascribed to the teacher education programs provided by its sole teacher education institution – the National Institute of Education (NIE), Nanyang Technological University (NTU). Teacher education began during the country’s colonial past, but there was no designated provider of comprehensive training until teacher training was institutionalized in 1950, when the Teacher Training College was established. After Singapore gained independence in 1965, the institution’s capacity expanded rapidly as a teacher training department and later as a statutory board within the Ministry of Education. In 1991, to raise the stature of teacher education, the Teacher Training College was incorporated as an autonomous institute within the newly formed NTU. Due to the need to ensure the survival of a tiny island nation over the years, it has been imperative to educate the population for industry and development. In the process, tensions have arisen from: (a) the recruitment of huge numbers of teachers and the concomitant quality of their training, (b) collaboration with the Ministry of Education, and (c) the influence of educational research on theory and practice. In the third decade of the 21st century, with the stranglehold that neoliberalism has on many educational systems around the world, including Singapore, will NIE be able to prepare its future teachers to navigate and survive in such a climate, while continuing to strengthen its theory-practice nexus? With the dwindling of student numbers across all sectors and the accompanying reduced need for new teachers in the country, will NIE look beyond the shores of Singapore, internationalize its programs, and take on a leadership role in the region?

scholarly journals Impact of Using ICT for Learning Purposes on Self-Efficacy and Persistence: Evidence from Pisa 2018

2021 ◽  
Vol 13 (11) ◽  
pp. 6463
Author(s):  
Rikito Hori ◽  
Makoto Fujii
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
Ict Use ◽  
Global Pandemic ◽  
School Learning ◽  
The Impact ◽  
Out Of School

In recent years, the use of information and communication technology (ICT) has meant that learning is no longer limited to the school. In order to achieve Sustainable Development Goal (SDG) goal 4, that is, to ensure quality education for all, to make educational resources and online learning are indispensable, and to access these resources anytime, anywhere through the Internet. In addition, the global pandemic of COVID-19 has made online education more necessary than ever before. Where and how ICT is used may have an impact on the components of motivation, such as self-efficacy and persistence. In this study, we quantified the impact of ICT utilization on the two components of self-efficacy and persistence. The effects of ICT use on both components were analyzed from the data taken from the 2018 Program for International Student Assessment (PISA) administered to 15-year old students. The results revealed that students who frequently utilized ICT for the purpose of out-of-school learning, particularly for activities related to school projects, exhibited significantly higher levels of self-efficacy and persistence. The frequency of ICT usage for in-school learning revealed no effect on any of the two above components. In addition, utilization of ICT for recreational purposes outside of school showed significantly lower values in the area of persistence. These results indicate that it is important to set tasks that provide a continuum of ICT use, both in and out of school, in order to motivate learners. This has important implications for the design of learning in online education. Furthermore, it suggests that teachers should design exploratory type lessons that focus on strengthening students’ desire to learn outside of class.

scholarly journals Do PISA data justify PISA-based education policy?

2017 ◽  
Vol 19 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Luisa Araujo ◽  
Andrea Saltelli ◽  
Sylke V. Schnepf
Keyword(s):  
International Student ◽  
Survey Methodology ◽  
Student Assessment ◽  
Content Type ◽  
Methodological Choices ◽  
International Student Assessment ◽  
Policy Domain ◽  
Heated Debate ◽  
Pisa Data ◽  
The Impact

Purpose Since the publication of its first results in 2000, the Programme for International Student Assessment (PISA) implemented by the OECD has repeatedly been the subject of heated debate. In late 2014 controversy flared up anew, with the most severe critics going so far as to call for a halt to the programme. The purpose of this paper is to discuss the methodological design of PISA and the ideological basis of scientific and policy arguments invoked for and against it. Design/methodology/approach The authors examine the soundness of the survey methodology and identify the conflicting interpretations and values fuelling the debate. Findings The authors find that while PISA has promoted the focus on the important subject of children's education worldwide there are legitimate concerns about what PISA measures, and how. The authors conclude that the OECD should be more transparent in the documentation of the methodological choices that underlie the creation of the data and more explicit about the impact of these choices on the results. More broadly, the authors advise caution in the attempt to derive and apply evidence-based policy in the domain of education; the authors furthermore propose an alternative model of social inquiry that is sensitive and robust to the concerns of the various actors and stakeholders that may be involved in a given policy domain. Originality/value The issues and tensions surrounding the PISA survey can be better understood in the framework of post-normal science (PNS), the application of which to the PISA controversy offers a potential solution to a stalemate.

scholarly journals Comparability of teachers’ educational background items in TIMSS: a case from Turkey

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Elif Oz
Keyword(s):  
Teacher Preparation ◽  
Large Scale ◽  
International Student ◽  
Descriptive Analysis ◽  
Student Assessment ◽  
Educational Background ◽  
International Student Assessment ◽  
Secondary Analyses ◽  
International Assessment ◽  
The Impact

AbstractLarge-scale international assessment studies such as Trends in International Mathematics and Science Study (TIMSS) or Programme for International Student Assessment (PISA) provide researchers and policy makers the opportunity to conduct secondary analyses to answer questions related to educational outcomes and compare the impact of certain inputs on student outcomes across countries. These comparisons are made under the assumption that the questionnaire items translated to different languages are understood in the same way by its participants. Presenting a case from Turkey, this paper shows that equivalency of questionnaire items is not always achieved. The case explores demographic information related to teacher preparation and the sample is drawn from eighth grade science and mathematics teachers participated in TIMSS 2007, 2011, and 2015 in Turkey. Descriptive analysis of data collected from these teachers and comparisons across subjects and years show that teachers may have misunderstood a question regarding their major, thus limiting potential claims related to teacher preparation in Turkey. Researchers and policy analyst who use secondary data collected by international assessment studies should be aware of such comparability issues in adapted items prior to conducting any secondary analyses.

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