Students with special educational needs within PISA |
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| Authors: | Barbara W LeRoy Preethy Samuel Marcella Deluca Peter Evans |
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| Institution: | 1. Developmental Disabilities Institute, Wayne State University, Detroit, MI, USAb_le_roy@wayne.edu;3. Occupational Therapy, Wayne State University, Detroit, MI, USA;4. Leonard Cheshire Disability and Inclusive Development Center, University College London, London, UK;5. Independent Consultant, Le Thuit de l’Oison, France |
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| Abstract: | AbstractSince 2003, the Programme for International Student Assessment (PISA) has included students with special educational needs (SEN), identified as those with functional disabilities, those with cognitive/behavioural/emotional disabilities and those with limited test language proficiency. While the number of countries and included students has increased with each test administration, the percentage of students with SEN remains extremely low. The inclusion of these students is not an intentional PISA design parameter but rather a response to the interaction between the need to maintain strict sampling criteria and country-level educational mandates to include SEN students in standardised testing. Based on the analysis of student participation and performance across four cycles of PISA (2003–2012), this paper examines the challenges that exist in current PISA procedures related to: student sampling, eligibility and identification; assessment methodology; and reporting results. PISA practices, their limitations for scientific inferences and recommendations for design improvements are given. |
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| Keywords: | PISA standardis ed assessment disabilities sampling test design |
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