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1.
In this paper, we develop a multi-level comparative approach to analyse Trends in International Mathematics and Science Survey (TIMSS) and Programme of International Student Achievement (PISA) mathematics results for a country, Russia, where the two tests provide contradictory information about students’ relative performance. Russian students do relatively well on the TIMSS mathematics test but relatively poorly on the PISA. We compare the performance of Russian students with different levels of family academic resources over the past decade on these tests compared to students with similar family resources in Russia’s neighbours and to Russian students studying in Latvian and Estonian Russian-medium schools. These comparisons and interviews with educators in Latvia and Estonia help us understand why students in Russia may perform lower on the PISA and to draw education policy lessons for improving international test performance generally and Russian students’ PISA mathematics performance specifically.  相似文献   

2.
This paper explores Programme for International Student Assessment (PISA) for Schools, a local variant of the Organisation for Economic Cooperation and Development (OECD’s) influential PISA that not only assesses an individual school’s performance in reading, mathematics and science against international schooling systems, but also promotes 17 identical examples of ‘best practice’ from ‘world class’ schooling systems (e.g. Shanghai-China, Singapore). Informed by 33 semi-structured interviews with actors across the PISA for Schools policy cycle, and supplemented by the analysis of relevant documents, the paper provides an account of how these concrete examples of best practice are represented in the report received by participating schools. Drawing upon thinking around processes of commensuration and the notion of ‘governing by examples’, the paper argues that PISA for Schools discursively positions participating schools as somehow being commensurable with successful schooling systems, eliding any sense that certain cultural and historical factors – or ‘out of school’ factors – are inexorably linked to student performance. Beyond encouraging the problematic school-level borrowing of policies and practices from contextually distinct schooling systems, I argue that this positions the OECD as both the global expert on education policy and now, with PISA for Schools, the local expert on ‘what works’.  相似文献   

3.
This paper examines the outstanding performance of Shanghai, China on PISA 2009 and its effects on other national systems and within the global education policy field. The OECD's PISA is helping to create this field by constituting the globe as a commensurate space of school system performance. The effects of Shanghai's success are considered in three other national contexts: the USA, England and Australia. We combine (a) analysis of data from more than 30 research interviews with senior policy actors at the OECD, the IEA and within Australia and England; and (b) document analysis of policy speeches, commissioned research reports and media coverage from the three national contexts. Shanghai's performance in PISA 2009 produced a global ‘PISA-shock’ that has repositioned this system as a significant new ‘reference society’, shifting the global gaze in education from Finland to the ‘East’ at the beginning of the so-called ‘Asian century’.  相似文献   

4.
新加坡数学在TIMSS和PISA两大测试中脱颖而出,备受国际数学教育界关注。新加坡数学练习书Learning Maths将新加坡数学教育的精髓数学建模融入其中,而且在解题方法、编排方式、学习效果检测、家庭教育、信息技术的应用等方面具有独特之处。通过对新加坡小学数学书Learning Maths的剖析,进一步挖掘新加坡数学教育的内涵,探讨其中可资借鉴之处。  相似文献   

5.
Setting international benchmarks for education systems of the Organisation for Economic Co-operation and Development (OECD) countries is one of the goals of the OECD's Programme for International Student Assessment (PISA). However, some countries are not able to participate in PISA, despite their desire to set international benchmarks for their education systems. This article presents a method of setting international benchmarks for a country's school education system, without necessarily participating in PISA, by designing a test using the test items released by PISA for public consumption. The method has been implemented in a study that involved 1,500 Grade 10 students across 60 schools in Bhutan. The students were administered a mathematics test constructed from the PISA Mathematical Literacy test items. The study showed that the performance of Bhutanese students was comparable with the performance of the students from the countries that participated in PISA 2003 and that Bhutan could learn from both high- and low-performing school education systems of those countries.  相似文献   

6.
Finnish students’ success on all three content domains of each of the four cycles of the OECD’s Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets—interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policy-borrowing are discussed.  相似文献   

7.
In this paper, we draw attention to the impact of neoliberal globalisation in rearticulating conceptions of equity within the Ontario context. The Ontario education system has been hailed for its top performance on Programme for International Student Assessment (PISA) as a high-equity/high-quality education system and created ‘PISA envy’ in the international context. Our aim in this paper is to provide some critical analysis of the neoliberal rationality and to examine its manifestations for rearticulating conceptions of social justice. Drawing on equity education policies in Ontario and one in-depth interview with an equity practitioner in one of Ontario’s large and most diverse school boards, this paper illustrates how a redefinition of equity has been made possible through neoliberal systems of accountability and performativity involving measurement and facticity. As a result of these strategies, equity policy in education has been concerned with outcome measurement and boys’ underachievement, while racial and class inequalities have become invisible. While this paper is focused on Ontario equity policy, we believe that it serves much broader interest given the current context of global education policy field.  相似文献   

8.
PISA测试结果的每一次公布都会引起世界的瞩目,各国政府及相关教育政策决策者会依据其结果对其相关教育政策作出调整。在正式实施测试之前,OECD会提前公布相关测试框架,这会在一定程度上影响未来的教学与评价走向。PISA2021测试框架最为显著的一个变化体现在数学素养定义中的数学推理,侧重在数学推理的介绍及其与问题解决的关系。通过对PISA2021的分析发现,数学推理包括演绎推理和归纳推理,贯穿问题解决的全过程,所有数学活动的展开都围绕数学推理而进行。  相似文献   

9.
数学是学前儿童学习和入学准备的重要领域,也是学前教育质量监测的重要方面。MQI评估系统作为一种评估数学课堂教学质量的框架,体现了最新数学教育观念,突出了数学的学科特性和认知要求,强调儿童的主动参与和生成性的教学过程,可同时对教师的教和儿童的学进行评估。本研究使用MQI评估系统对我国幼儿园大班数学集体活动的质量进行考察,结果表明除数学意义建构和数学语言之外,数学丰富度领域各维度表现水平不高;教师对儿童行为进行处理和反馈的水平较低;大多数活动片段中不存在数学表达和语言上的错误及不严密性问题;儿童参与有意义的解释或者提问和推理较少,参与活动的认知要求不高。幼儿园大班数学集体活动质量受到集体教学中"教"与"学"的关系、教师对数学领域知识和儿童数学发展目标的认知、教师评价儿童数学思维的能力及师幼互动技巧、教师培训与考核的侧重点等因素的影响。我国学前教育界应重视数学教育活动的过程性质量,关注儿童数学学习过程性能力的发展,并应在借鉴MQI评估系统的基础上开发适合我国幼儿园数学教育实践的质量评估系统。  相似文献   

10.
学生的数学素养具有多维结构,素养导向的数学学业成就测评需要提供被试在各维度上的表现信息,而不仅是一个单一的总分。以PISA数学素养结构为理论模型,以多维项目反应理论(MIRT)为测量模型,利用R语言的MIRT程序包处理和分析某地区8年级数学素养测评题目数据,研究数学素养的多维测量方法。结果表明:MIRT兼具单维项目反应理论和因子分析的优点,利用其可对测试的结构效度和测试题目质量进行分析,以及对被试进行多维能力认知诊断。  相似文献   

11.
Singapore’s remarkable performance in Programme for International Student Assessment (PISA) has placed it among the world’s high-performing education systems (HPES). In the literature on HPES, its ‘secret formula’ for education success is explained in terms of teacher quality, school leadership, system characteristics and educational reform. This article offers an alternative explanation for the education success of Singapore and, in so doing, questions the basic assertions of the HPES literature and, in particularly, the use of PISA results as the prime indicator of the educational performance of a school system. The explanation is informed by a historical perspective on the development of the Singapore education system and based upon a body of empirical findings on the nature of pedagogical practice in classrooms, both of which are vital for understanding the educational performance of Singapore’s education system. The article concludes by addressing the implications of this analysis for educational policy borrowing.  相似文献   

12.
ABSTRACT

This paper examines the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools, a local variant of the more-renowned ‘main PISA’ test that measures and compares individual school performance on reading, mathematics and science against international schooling systems. Here, I address the governance implications of how PISA for Schools data has been taken up by the transnational European Schools System (ESS). Drawing suggestively across new ‘relational’ thinking around data-driven modes of governance, as well as interviews with key policy actors within the ESS, I show how PISA for Schools reflects contradictory logics within the ESS, in which the inherently context-based goal of ‘becoming European’ is juxtaposed with the desire to employ decontextualised international evidence. I conclude by exploring how the perceived need for such data, associated with the global authority of the OECD, can produce a problematic focus on data-driven practices.  相似文献   

13.
The article compares how the success of the ‘Asian Tiger’ countries in PISA, especially PISA 2009, was depicted in the media discussion in Australia, Germany and South Korea. It argues that even in the times of today's ‘globalised education policy field’, local factors are important in determining whether or not a country becomes a reference society for educational reform. The article aims to uncover some of these factors, identifying the globally disseminated stereotypes about Asian education, economic relations and the sense of ‘crisis’ induced through the relative position and change of position in PISA league tables in the countries in question.  相似文献   

14.
In Italy, from the 2003 reports to the present, the National Institute for the Educational Evaluation of Instruction and Training (INVALSI) has conducted research on Programme for International Student Assessment (PISA) results in order to understand Italian students’ low achievement in mathematics. In the present paper, data from a representative sample of 15-year-old Italian students who participated in PISA 2012 were analysed. This study’s primary aim is to verify how students’ linguistic competences are associated with their performance in mathematics. For the evaluation of the impact of item reading demand on students’ performance, we selected 24 mathematics items with a high reading demand and 31 mathematics items with a low reading demand, as classified by Italian language and methodology experts. Repeated measure variance analyses were conducted. The results showed differences in function of gender: females are advantaged in mathematics items with a high reading demand, independent of their level of reading literacy. In contrast, males are advantaged in mathematics items with a low reading demand, independent of their level of reading literacy. Possible policy implications are discussed.  相似文献   

15.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

16.
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   

17.
Many studies have found a strong relationship between the mathematics students study in school and their performance on an academic or school mathematics assessment but not on an assessment of mathematics literacy (ML). With many countries, like the USA, placing emphasis on finishing secondary education being mathematically literate and prepared for college or career, this raises the question about the relationship between the mathematics studied in school and any ML students may have. The Programme for International Student Assessment (PISA) ML assessment is embedded in real-world contexts that provide an important window on how ready students are to tackle the situations and problems that await them whether they intend to pursue further education beyond high school or intend to go directly into the labour force. In this paper, we draw upon the PISA 2012 data to investigate the extent to which the cumulative exposure to rigorous mathematics content, such as that embedded in college- and career-ready standards, is associated with ML as assessed in PISA. Results reveal that both exposure to rigorous school mathematics and experiencing the instruction of this mathematics through real-world applications are significantly related to all the real-world contextualized PISA ML scores.  相似文献   

18.
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   

19.
Although originally created for economic purposes, the Organisation for Economic Co-Operation and Development (OECD) has increasingly gained weight in education policy in recent years and is now regarded as an international authority in the field, particularly through its ‘Programme for International Student Assessment’ (PISA), which was highly esteemed in many countries and enabled diverse domestic education reforms. OECD derived a variety of policy recommendations from the PISA results. However, which of these were implemented at the national level and how OECD was able to achieve an impact on its member states have not yet been analysed in sufficient depth. To answer these questions, we analyse which OECD recommendations were reflected in Switzerland and the US. As their reception differs across countries, we assess under which conditions policy convergence towards the OECD ‘model’ took place. Then we elaborate on the governance mechanisms that caused policy convergence. We show that in Switzerland PISA's platform for transnational communication enabled policy learning at the expert level, thus leading to a rather high degree of policy convergence. This was not the case in the US, where PISA was regarded only as one of many studies assessing the performance of education systems.  相似文献   

20.
In this article we attempt to analyse how OECD knowledge production is integrated with the process in which Finnish education policy takes shape. This is done by analysing the uses of the OECD PISA Study by Finnish central government officials. The main question posed is: How do these officials interpret the PISA results so as to justify the decisions made in Finnish education policy in the past or to point out new areas of development concerning basic education? The analysis shows that the interpretations of the PISA results tend to favour those responsible for actions within the central government. In the texts analysed, the scientificity of the PISA programme is presented as beyond question, while the direct usefulness of the research results for the further development of national education is also proclaimed. As to the specific results of PISA, the excellent learning outcomes of Finnish students are claimed to be due to educational reforms conducted and decisions made by the central government, whereas shortcomings and areas in which the officials see a need for improvement are argued to be dependent on the actions of other agents. Thus, the analysis shows that the conclusions drawn from the PISA results in texts representing the views of central government are biased and serve to justify its policy agenda.  相似文献   

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