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1.
Students’ science-related career expectations are important for predicting their future science, technology, engineering, and mathematics (STEM)-related educational and occupational attainments. This study examines the degree to which standards-based external examinations are associated with a student’s propensity for pursuing science-related professional occupations. The science-related fields included in the analysis are mathematics, physical and life science, and engineering/computing. Three-level hierarchical generalized linear models are employed to analyse international survey and student achievement data from the Programme for International Student Assessment (PISA). The analyses show that students in national education systems that require standards-based external examinations have lower expectations for science-related professional careers than students in the systems that do not use such examinations. This negative association remained constant by gender as well as across levels of science performance. From an educational policy point of view, the results suggest the negative consequence of standards-based external exams in fostering students’ interests in pursuing science-related careers.  相似文献   

2.
International comparative testing, such as the OECD Programme for International Student Assessment (PISA), has considerable impact on policy-makers, the media and the general public. A central assumption underlying PISA is that global variation in students’ academic performance is attributable to national educational structures and policies. The aim of this article is to demonstrate the problematic nature of this assumption. Rather than critiquing it from the outside, we turn the tools, data and presumptions of the current discourse of international comparisons upon themselves, showing that this assumption is refuted by analysis of immigrant student test scores. Data from the PISA 2009 tests show that Chinese immigrant students in New Zealand and Australia achieve math scores that are more similar to those of students in Shanghai than to their non-immigrant Australian and New Zealand peers. Thus, cultural background appears to be more consequential for the educational attainment of Chinese immigrant students than exposure to the educational systems of Australia or New Zealand. We discuss limitations of our analysis, using them as basis to discuss the shortcomings of PISA more generally.  相似文献   

3.
PISA作为三年一轮针对15岁学生群体的国际评价项目已为中国教育界熟悉,其工具构造和数据分析体现了目前国际上教育测量理论和技术的最高水平。本文从教育测量专业角度归纳了PISA通过试卷矩阵设计保证考查内容覆盖广泛、利用Rasch模型打造客观等距量尺、结合考生背景解释和分析测试结果等主要技术特征,并类比分析了我国高考在相应环节的技术缺陷,展望了将这些技术移植到高考中,以达到创新考试形式,防范高考结果被滥用和误用的可能。在某省高考中试点后的结果表明,上述技术的应用使高考不只用于选拔分流,还能对评价教育质量、改进教育管理、促进教学改革发挥重要的作用。  相似文献   

4.
ABSTRACT

The concept of science capital has a growing influence in science education research for understanding young people’s science trajectories. Popularised in the UK, this paper aims to extend and evaluate the applicability of science capital in the context of China by drawing on PISA2015. More specifically, we make use of existing items in the PISA2015 survey as a proxy for operationalising the construct of science capital to explore the science career aspirations and attainments of 15-year-old Chinese and UK students (n?=?23,998). Our findings indicate that science capital has more explanatory power for understanding UK students’ science career aspirations than for Chinese students, where science attainment seems most important. We raise the potential challenge for Chinese students to convert their science capital into scientific self-efficacy and science career aspirations as we highlight the importance of recognising cultural and national differences in operationalising science capital.  相似文献   

5.
This article addresses the policy implications of participation in international large-scale assessments (ILSAs), particularly the Programme for International Student Assessment (PISA), and the ways in which such implications might influence mathematics education. Taking Norway as a special case, this discussion focuses on insights into teaching, learning and assessment practices that can be inferred from the PISA study, and how participation in ILSAs has contributed to educational policy and even changed policymakers’ perspectives on schools, teachers and students. Following publication of the PISA 2000 results, Norway experienced a ‘PISA shock’, leading to the implementation of a national quality assessment system and national tests. In addition, changes were made to the mathematics curriculum for compulsory school and to mathematics teacher education. More recently, public debate has focused less on rank and league tables, shifting instead to the high number of low-achieving students and the low number of high achievers. Moreover, there has been little uptake of policy advice provided by the Organisation for Economic Co-operation and Development (OECD), which focuses on strengthening accountability measures. Furthermore, although the Norwegian educational system in the past decade has undergone a decentralisation process, the educational system still follows the Nordic model, which focuses on equity and ‘education for all’. Analyses of the Norwegian case indicate that policymaking takes place in highly cultural contexts, and that international studies might be used merely to validate existing policy directions.  相似文献   

6.
近年来,P ISA(国际学生评价项目)已成为了国内社会各界人士广泛关注的重大教育事件。通过P ISA测试我们看到了上海卓越的教育表现以及在教育质量与均衡上取得的显著成绩。除了赞美与掌声之外,PISA还能引发我们怎样的教育思考呢?众所周知,P ISA并不是第一个国际性的针对学生素养的大型测试项目,它的独特之处不在于可以供我们对各国15岁学生的学业成绩进行比较而在于测试设计及理念上的多方面创新。其中,PISA"素养观"就是最具变革性的理念之一。本文旨在通过梳理PISA素养观内涵及其描述框架的内容结构来阐述P ISA测试背后所蕴含的深刻的教育学转向及其立场,从而引发我们对素养及其学习模式的思考。  相似文献   

7.
Do students make their best effort in large-scale assessment studies such as the Programme for International Student Assessment (PISA)? Despite six cycles of PISA surveys from 2000 to 2015, empirical studies regarding students’ test motivation and experience of the tests are sparse. The present study examines students’ test motivation in PISA, and how closely students’ achievement correlates with students’ reported test motivation. A total of 40 students from eight schools that participated in the PISA study in 2006, 2009 and 2012 were interviewed. In addition, questionnaire data from a total of 9400 students who participated in PISA 2009 and 2012 were collected. The findings of this study indicate that students overall were motivated to do their best in the PISA study, despite the fact that these low-stakes tests have no impact on students’ grades or future school entrance. In contrast to claims in the media, where it has been suggested that Norwegian students are more relaxed towards the PISA test than students in other countries, students report that they are motivated to do their best, but girls report significantly higher test motivation than boys. Despite the policy influence of PISA and the large number of countries participating, very few studies have reported findings from students’ perspectives regarding their test motivation and experience of the test. The present study aims to fill that gap.  相似文献   

8.
Comparative international tests of students' achievements have become increasingly popular over the past decade. An outcome of this widespread practice is the tendency of various countries to evaluate their national status according to their pupils' international ranking in such achievement tests, partly due to the common belief that high ranking is an indication of the nation's future ability to compete in the global market. Using PISA 2000 and PISA 2006 data, the present study aims to show that the low achievements of Israeli pupils were to be expected, and that their average scores are a reflection of the economic and demographic characteristics of their country. Our findings suggest that the public debate in Israel on school achievements has been magnified out of all proportion. We also discuss the educational policy which derives proposals for educational reform from a conception of globalisation of education. This policy focuses on the setting of standards for educational achievements aimed at improving pupils' place on the international scale. Finally, we claim that the focus on the international grading of educational achievements deflects public attention from an understanding of the significance of inequalities within the country.  相似文献   

9.
This article presents findings from a recent study of the education policy uses and impact of international large-scale assessments, namely the Programme for International Student Assessment (PISA). The paper focuses on two overlapping dimensions of PISA’s education policy use in the context of Spain. These include political dimensions, such as the use of PISA to initiate and justify the 2012?2013 educational reforms; and technical dimensions, namely the use of PISA in the development of national-level indicators used to benchmark progress and guide education and curriculum reform. The study points to the growing dominance of PISA as a powerful policy tool. Findings from the paper add to the body of literature on the different ways in which international assessments are used to guide education policy within national spaces and the role of the OECD as an agent of transnational policy steering.  相似文献   

10.
高校国防教育是国家教育事业的组成部分,是以增强国防观念和履行国防义务为目的,以教育为手段的一种全民活动。以电影为载体,通过组织大学生观看优秀中外军事题材电影,对于增强大学生的国防观念,树立科学的世界观、人生观、价值观,具有十分重要的意义,是进一步加强和改进大学生思想政治教育的有效途径。  相似文献   

11.
ABSTRACT

Setting this paper against the backdrop of scholarly research on recent changes in the OECD’s approach and workings in education, I analyse how the OECD has reinforced its infrastructural and epistemological global governance through the Programme for International Student Assessment (PISA) for Development (PISA-D). Drawing on qualitative data, this paper makes three arguments. First, there has been a reinforced effort at the OECD to align national and international large-scale assessments; second, the OECD-ensured PISA-D was enhanced only in so far as it remained comparable with PISA, with a view to joining up lower- and middle-income data infrastructures with the global PISA infrastructure; and third, the OECD has bound together the aims of PISA, PISA-D, the Education and Skills Directorate, the Organisation’s Strategy on Development and the global education agenda (Sustainable Development Goals), thus strengthening its global education governance potential. With a note of concern, I suggest these recent changes in the OECD’s work in education may be spreading a very narrow framework of educational values, which does not sufficiently recognise the complexity of learning and teaching.  相似文献   

12.
ABSTRACT

Opportunities for social mobility are generated by education systems designed to alleviate the effects of social origin by providing equality of opportunities and resources. The persistence of the strong association between socioeconomic status (SES) and child’s educational achievement and attainment suggests that social origin continues to play an integral role in the educational outcomes of successive generations of Australians. Sociologists draw on a range of theoretical perspectives to explain this association including Bourdieu’s cultural and social capital theories. Using data collected by the Longitudinal Survey of Australian Youth 2009 (LSAY09) project, I examine the associations between student SES, school SES and two outcome variables: Programme for International Student Assessment (PISA) score and university enrolment. The results indicate that low SES students attending high SES schools perform better on PISA tests than low SES students attending low SES schools. After controlling for PISA score, low SES students were less likely than their high SES peers to enrol at university. Furthermore, students attending low SES schools were less likely than their peers attending high SES schools to enrol at university, net of their individual SES and their PISA scores.  相似文献   

13.
ABSTRACT

Modern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems. Although studies such as PISA have made modifications to account for increased diversity, the degree to which international assessments serve educational systems at the lower ends of the achievement continuum is understudied. We used modified Wright maps and PISA’s definition of proficiency to evaluate the fitness of PISA, especially among low performers. Our findings suggest that there is mismatch between some populations and PISA. Results from a simulation show that such disparities produced biased achievement estimates and correlations with policy relevant variables. Projected PISA growth and new instantiations of PISA, particularly geared toward developing educational systems, make these findings timely and especially relevant.  相似文献   

14.
Standards-based accountability approaches in education are increasingly being adopted in many industrialised countries. This tends to involve the scrutiny of student performance in national academic tests and then holding schools accountable for subsequent progress. International assessments such as Programme for International Student Assessment (PISA) are not accountability measures in themselves, but are often utilised in a similar way and national policies are judged against performance in these tests. Drawing upon the examples of PISA and national assessments in the USA, this paper explores how students with special educational needs and disability (SEND) are included in, and served by, these assessment policies. The analysis suggests that while these approaches are inclusive in their intent (most obviously through efforts to include students with SEND in testing) they may poorly represent the progress of these students. It is argued that more equitable inclusion of students with SEND must find a balance between accountability measures which measure performance in traditional attainment-focused tests and other relevant assessments which are meaningful to the given student and/or SEND sub-group.  相似文献   

15.
在教育全球化时代,地方化因素对于一个国家是否成为教育改革的参考标准依然重要。澳大利亚和韩国两国媒体对亚洲国家和地区PISA成功的描述与话语讨论因国情不同而表现出各自的特点,进而影响着政策借鉴是否可以以及如何发生。基于对澳大利亚与韩国媒体对PISA结果报道的比较后发现,对亚洲教育的刻板印象、国家间的经济关系、潜在参考国家和地区在PISA排名表中相对排名的变化等三大因素影响着一个国家对这些国家或地区"最优教育系统"的政策借鉴。  相似文献   

16.
The international comparative studies on students’ outcomes have initiated analyses that have had a growing influence on national and sub‐national education policies in industrialised and developing countries. It is particularly the case of the OECD's Programme for International Student Assessment (PISA) which started in 2000 and has organised surveys every 3 years, so that the 2015 survey was the 6th. Its influence has been particularly important for several reasons: 1) it assesses the basic competences in reading literacy, maths and science of 15 year‐olds students, i.e. around the end of compulsory education in many countries; 2) the assessment is based on a reliable methodology and the tests are completed by qualitative surveys and studies; 3) and the results lead to recommendations and are amplified by the media in most countries. However, it is not easy to evaluate the real impact of PISA because of the existence of other international studies such as IEA's TIMSS and, particularly in Europe, the influence of the recommendations and benchmarks of the EU that has been growing steadily in the last 25 years. Our analysis of the impact of PISA and EU policy focuses on the evolution of the education policy in France, but also studies its evolution in a few other European countries. Finally, we underline the limits of the influence of PISA and international standards in education towards a convergence of education systems because of the importance of their specific historic and cultural contexts.  相似文献   

17.
Students’ educational motivation is significant for performance and achieving learning, but little is known about what fuels such motivation. Educational motivation is regarded as the drive and inner state that energise educational activities, facilitate learning and channel behaviour towards achieving educational goals. Educational motivation paves the way for students to learn and acquire the knowledge that is essential for successful study outcomes. This article aims to explore what determines students’ educational motivation. Building on the self-determination theory, we modelled the influence of teachers’ leadership and students’ self-efficacy on students’ educational motivation. We used survey data from a sample of upper secondary school students in Sweden; we received a total of 993 answers, equal to a response rate of 74%. The results show that students’ self-efficacy and teacher leadership are of extreme importance for students’ educational motivation, and that highly efficacious students lose most educational motivation when the teacher’s leadership is poor. The results thus support the importance of teachers’ leadership for encouraging student learning.  相似文献   

18.
The OECD Programme for International Student Assessment (PISA), launched by governments of the Organisation for Economic Co-operation and Development (OECD) in 1997, aims at assessing some of the key competencies that contribute to the success of 15-year-old individuals, on a regular basis and within an internationally accepted framework. PISA seeks to provide a basis for policy dialogue and for collaboration in defining and implementing educational goals, in innovative ways that reflect judgements about the skills that are relevant to adult life. PISA defines competence as the ability to successfully meet complex demands in varied contexts through the mobilisation of psychosocial resources, including knowledge and skills, motivation, attitudes, emotions, and other social and behavioural components. Measuring and comparing competencies across languages and cultures is a difficult challenge and is being pursued by PISA progressively. PISA focused its first three assessments on literacy skills, defined as the capacity of young adults to access, manage, integrate and evaluate information, to think imaginatively, to hypothesise and discover, and to communicate their thoughts and ideas effectively. The reasoning behind shifting the emphasis from assessing whether students can reproduce what they have learned towards whether they can extrapolate from what they have learned and apply their competencies in novel situations, derives from the nature of knowledge and skills required in modern life. For example, the tasks that can be solved through simple memorisation or with pre-set algorithms are those that are also easiest to digitise, automatise and offshore, and will thus be less relevant in a modern knowledge society. Since there is no overarching cross-national and cross-cultural agreement on what fundamental competencies 15-year-olds should possess, an international assessment such as PISA can only capture a selection of competencies. Moreover, since various methodological constraints limit the nature of competencies that are currently amenable to large scale assessment, PISA cannot capture the entirety of competencies that will make young people successful. However, the findings presented in this article suggest that the competencies that PISA does assess are highly predictive for the future success of students. In addition, PISA provides policy makers and practitioners with useful tools to improve quality, equity and efficiency in education, by revealing some common characteristics of students, schools and education systems that do well. In a modern world, comparative assessments are an essential tool for educational improvement and research shows that the existence of standardised assessments and examinations is one of the most powerful predictors for the success of an education system. That is not hard to understand, because without such assessments, all students, schools and education systems look the same, it is impossible for teachers and school administrators to detect institutional and systemic strengths and weaknesses, and to support and intervene where expectations are not met. Without reliable and comparable information on learning outcomes, teachers and governments alike rely on input-based incentives and policies that are all too often mirrored in large quality variation between schools as well as a strong dependency between learning success and the socio-economic context of students and schools. Last but not least, it is important to keep in mind that the absence of the reading, mathematical and scientific competencies measured by PISA does not automatically imply the presence of all those important competencies that have not been measured.  相似文献   

19.
By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model including school level factors. Against the background of a theoretical allocation (1) the IT equipment of schools, (2) school leadership, (3) aspects of school goals and educational strategies as well as (4) teachers’ attitudes will be analyzed by means of a multi-level regression model as well as a multi-level path model including the mathematics achievement of students as measured in the context of PISA 2012. Representative school and student data from five countries, namely Australia, Germany, the Netherlands, Norway and Singapore are taken into consideration, as the integration of ICT in teaching and learning is firmly emphasized in these countries (overall 24,579 students in 1263 schools). By modeling the complex structure, school characteristics are examined with respect to their effect on the use of ICT for mathematics teaching. Moreover, the relation between different factors and students’ mathematics achievement will be synchronously assessed in the different educational systems. The results show that characteristics at school level do play a major role in the integration of ICT into teaching and learning and turn out to be relevant across the educational systems. In addition to further in-depth country-specific findings, the results point to cross-national future challenges in the field of using technologies to enhance teaching and learning.  相似文献   

20.
目前在教育实践中对教学领导力的认识还存在理念不清、内涵不明的情况。通过对以美、英为主的国外教学领导力研究文献梳理,从教学领导力内涵建构与演进角度深入认识其内在机理,厘清其将目标从单一的校长个体中解放开来,逐渐关注到不同层级领导者在教学领导力中的聚合作用,强调教学领导力的监督功能和教学领导力中不同因素、人员之间交互作用的聚合价值。基于对教学领导力内涵和概念框架的理解,梳理其对校长发展与教师、学生、课程改革实践建构的价值,提出教学领导力的实施与发展取向,有助于人们全面客观地看待教育的发展和实践方向,助力于中国的教育教学变革。  相似文献   

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