国际教育成绩评估项目的背景测试及其对我国“中考”改革的启示

国际教育成绩评估项目是自20世纪中期逐渐兴起的众多中小学教育成绩评估项目的总称。从IMSAA、ICCS到PISA的国际教育成绩评估项目的实施,不仅是为了比较各国学生的学业成绩,更是为了各国教育改革政策提供事实性依据。特别是国际教育成绩评估项目增加了CIPP模式背景评价环节的背景测试,通过对学生社会经济、文化阶层的因素的考量来分析教育的改进之道。在我国"中考"体制改革过程中,借鉴国际教育成绩评估项目的背景测试环节可以帮助改革者通过考试内容了解学生的认知规律,进一步通过考试成绩的分配方案测量学生的发展度,抑或通过考试政策的设计为弱势人群子女提供教育机会均等的制度性保障,以促进教育的合理、均衡发展。     

大规模学生评估的影响力与重要性:德国视角

二十年来,大规模学生评估对教育研究、学校体系和教育政策产生了深远影响."国际中学生评估项目"(PISA)、"国际学生数学与科学能力动态项目"(TIMSS)和"国际学生阅读能力进步研究项目"(PIRLS)使各个国家学生成绩值具有一定可比性,由此,人们能更细致地从学校内部来观察不同国家学校工作的差异度.大规模学生评估还为学校发展、教育领导以及学生成绩的改进提供必要数据.本文以PIRLS为例,旨在从德国视角为中国今后开展大规模国际学生评估提供借鉴.     

全球教育治理-鸟瞰国际组织在世界教育发展中的作用

全球教育治理已见端倪。国际组织对世界教育产生了重大影响,主要体现在重视人力资本、倡导教育平等、发动全民教育、开展国际评估、统一大学学制、构建学习化社会等几个方面。各个国家应当关注国际组织在教育发展上的政策优先点.作为制定本国教育政策的参照,并努力建设独具特色的教育系统和政策体系,由此奠定国际教育治理的"和而不同"。     

基于国际大规模学生评估的中国高中毕业生质量研究

在过去的二十年间,国际大规模学生评估主要对教育研究、学校体系和教育政策产生影响.本文着重介绍这些项目的主要结果,并在此基础上,于2003年在中国四个省份展开数学胜任力测试.作为过去几十年国际大规模学生评估的非参与国,中国无疑提供一个特殊视角.因而,本文所报告的中国学生成绩国际比较是一项独特工作.     

大规模学生评估的影响力与重要性：德国视角 大规模学生评估的影响力与重要性： 现状与趋势

二十年来,大规模学生评估对教育研究、学校体系和教育政策产生了深远影响。“国际中学生评估项目”（PISA）、“国际学生数学与科学能力动态项目”（TIMSS）和“国际学生阅读能力进步研究项目”（PIRLS）使各个国家学生成绩值具有一定可比性,由此,人们能更细致地从学校内部来观察不同国家学校工作的差异度。大规模学生评估还为学校发展、教育领导以及学生成绩的改进提供必要数据。本文以PIRLS为例,旨在从德国视角为中国今后开展大规模国际学生评估提供借鉴。     

基于学测分析的课堂教学跟进对策——以2016年某区小学数学省测为例

一、概述:厘清当下学测背景与目的1.学测背景。教育质量是衡量一个国家、地区基础教育发展水平的重要指标,而学业质量是教育质量的重要组成部分。20世纪60年代以来,很多国家或组织对教育质量进行了跟踪监控。著名的有国际数学与科学评价项目(TIMSS)、国际学生评估项目(PISA)、美国国家教育成就评价项目(NAEP)、国际成...     

国际教育测评视野下的芬兰教育成功特点探析

芬兰在国际教育测评中,特别是在“国际学生评价项目”中的成功引起了世界各国教育研究者及政策制定者的关注。通过对芬兰在IEA和OECD等组织的测评项目中所取得的成绩情况进行梳理,认为芬兰教育在国际测评中取得了以成绩卓越、均衡公平和持续发展为特性的成功。通过考察芬兰教育成功的特点,以期深化对芬兰教育和教育成功的理解,为我国基础教育提供有益启示。     

学生终身学习能力的评价与比较--OECD国际学生评估项目简介

OECD从终身学习的框架出发,对学生的阅读、数学和科学三个方面进行评估.在该评估项目中,OECD对学生评价的功能、评价主体、收集信息的方式以及评价方法都做了新的阐述,分析了影响学生成绩的因素--学生性别、家庭背景、学习环境和学校组织等,使政策制定者更清楚地了解影响教育成功的因素.     

芬兰:为孩子提供最合适的教育

"提起芬兰,世界各国的教育工作者都很熟悉。在上海参加国际学生评估项目(PISA)测试前,芬兰几乎垄断了历年测试的头把交椅。"上海在最近一次国际学生评估项目测试中取得了全球第一的骄人成绩,但我们却不得不反思。因为我们的学生是在重负的情况下取得这一成绩的。而相比之下,芬兰学生是在宽松、愉悦的环境下并充分享受着学习的快乐。是什么造就了芬兰教育发展的奇迹?芬兰教育和文化部国际流动与合作中心负责人帕斯·萨尔博格(Pasi     

国际组织推进教育公平的不懈努力

本文从受教育权和国际行动两个纬度梳理了以联合国教科文组织为代表的国际组织为推动全球教育公平的实现所做的巨大努力.以教育公平为切入点,本文简要回顾了比较教育研究对教育公平问题的认识发展过程,并结合国际组织的有关文献和行动,剖析了国际组织推动教育公平的内在逻辑.     

国际大规模学业测评项目对学生家庭因素的测查与启示

国际大规模学业测评对家庭因素影响学生学业成就发展的关注度逐年上升。综合分析影响力较大且相对成熟的6个国际大规模学业测评项目中家庭因素指标的选取原则,梳理测评结果在学生个体、学校教学和教育改革中的应用实例,为我国紧扣学生的关键家庭因素,整体考虑涵盖学生、班级和学校层面嵌套结构的家庭因素测评体系,并有效使用测评结果提供参考与借鉴。     

The legitimation of OECD's global educational governance: examining PISA and AHELO test production

Although international student assessments and the role of international organisations (IOs) in governing education via an evidence-based educational policy discourse are of growing interest to educational researchers, few have explored the complex ways in which an IO, such as the OECD, gains considerable influence in governing education during the early stages of test production. Drawing on a comparative analysis of the production of two international tests – the Programme for International Student Assessment (PISA) and the Assessment of Higher Education Learning Outcomes (AHELO) – we show how the OECD legitimises its power, and expertise, and defines ‘what counts’ in education. The OECD deploys three mechanisms of educational governance: (1) building on past OECD successes; (2) assembling knowledge capacity; and (3) deploying bureaucratic resources. We argue that the early stages of test production by IOs are significant sites in which the global governance of education is legitimated and enacted.     

An Attempt to Reinterpret Student Learning Outcomes: A Cross-National Comparative Study

Attracting significant attention from the media and policymakers, international student assessments are serving as pressures on and challenges for individual countries. Even so, paying attention only to publicly released rankings in international student assessments may lead to superficial interpretations of the assessment results. Simply equating the rankings with educational outcomes can be a questionable perspective because the assessment results can be interpreted differently. In this context, this article has explored student achievement in the Programme for International Student Assessment (PISA) tests in comparison with civic knowledge achievement in the IEA Civic Education Study across 17 countries. This article has also evaluated efficiency in educational processes by assessing outputs (student performance in PISA) against inputs (educational spending and learning time) directly used in the education system. These two approaches clarify that publicly released rankings in PISA change to some extent when the rankings are reevaluated by taking other factors into consideration. This implication should be allowed for in interpreting the results of international assessment and the relative rankings of participating countries.     

International large-scale assessments: what uses,what consequences?

Abstract

Background: International large-scale assessments (ILSAs) are a much-debated phenomenon in education. Increasingly, their outcomes attract considerable media attention and influence educational policies in many jurisdictions worldwide. The relevance, uses and consequences of these assessments are often the focus of research scrutiny. Whilst some argue that the assessment outcomes provide an effective basis for informed policy-making, critics claim that the use of international assessment data can result in a range of unintended consequences, such as the shaping and governing of school systems ‘by numbers’.

Purpose: This article explores and analyses the arguments about the uses and consequences of ILSAs. In particular, the discourse about the assessments’ consequential validity will be discussed and evaluated.

Sources of evidence: Literature relating to the uses and consequences of large-scale assessment was analysed, with a focus on research on the consequential aspects of validity.

Main argument: Much research suggests that ILSAs have unintended consequences that affect and influence educational policy. However, the influences on educational policy are complex and interwoven: for example, it is not clear-cut whether effects such as converging curricular are, necessarily, direct consequences of large-scale assessments. Further, it is suggested that a beneficial consequence of large-scale assessment is the infrastructure they provide for studies in the social sciences, although caution must be applied to causal claims, in particular because of the cross-sectional design of the assessments.

Conclusions: The considerable literature discussing the uses and consequences of large-scale assessments tends to point out potential negative aspects of the studies. However, it is also apparent that large-scale international assessments can be a valuable resource for studying global trends and evolving systems in education. Despite the extensive debates around large-scale assessment outcomes both in the media and in educational policy arenas, empirical educational research all too often appears underused in the discussion.     

The Fourth Way of Finland

Globalization has increased mobility of people, resources, and ideas. It is also affecting how governments think about education and what schools teach to their students. Attributes related to education for a knowledge society, sustainable development, or 21st century skills are parts of current national educational policies and reforms. A powerful pretext for global educational reform thinking is current international student assessments. As a consequence, particular educational reform orthodoxy has emerged that relies on a set of basic assumptions in order to improve the quality of education and fix other educational deficiencies. This article describes the beginning of the present global educational reform movement discussing some of its key characteristics and implications in practice. Although overlooked by many policy analysts, Finland represents a striking and highly successful alternative to this global educational reform movement. The scholarly work of Andy Hargreaves is seen as essential in understanding the requirements and resources that are needed in securing good public education for all in the future.     

基础教育质量监测的国际比较

科技革命推动的信息经济使基础教育及其质量的重要性日益突出,为了提高教育质量,各国纷纷开展大规模教育评价,进行基础教育质量监测。目前,各国进行教育质量监测的组织模式主要有三种:一是组建独立于教育行政部门的专职机构;二是由政府机构以项目的形式委托大学或研究机构来进行;三是由教育部的相关职能部门直接负责。各国多以处于能力发展关键阶段(如小学四年级和初中二年级)的学生为监测对象,以核心学科(阅读和数学)为重点监测内容。我国应建立高效的教育评价机构,进行大规模教育评价,实施体现素质教育的监测,以此来提高我国的基础教育质量。     

A Quantum Measurement Paradigm for Educational Predicates: Implications for validity in educational measurement

Abstract

The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, and to compare international education systems. Given the current high-stakes nature of educational assessment, it is imperative that the measurement practices involved have stable philosophical foundations. However, this article casts doubt on the theoretical underpinnings of contemporary educational measurement models. Aspects of Wittgenstein’s later philosophy and Bohr’s philosophy of quantum theory are used to argue that a quantum theoretical rather than a Newtonian model is appropriate for educational measurement, and the associated implications for the concept of validity are elucidated. Whilst it is acknowledged that the transition to a quantum theoretical framework would not lead to the demise of educational assessment, it is argued that, where practical, current high-stakes assessments should be reformed to become as ‘low-stakes’ as possible. This article also undermines some of the pro high-stakes testing rhetoric that has a tendency to afflict education.     

Is Canada really an education superpower? The impact of non-participation on results from PISA 2015

Educational Assessment, Evaluation and Accountability - The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national...     

Standardisation and diversity in international assessments: barking up the wrong tree?

ABSTRACT

This article organises potential areas of criticism or challenges embedded in the design and administration of standardised assessments of learning levels in order to promote dialogue and research on educational assessments. The article begins by addressing debates around epistemological claims: issues that pertain to testing in general and issues that are particular to standardised testing. Then, it addresses some political attributes of international tests so as to situate the debates beyond feasibility, attributes and scope-related issues. The article claims that the field of education testing has identified a number of issues and challenges stemming from diversity, and has developed methods and procedures to address many of them. From this viewpoint, testing is just like any other domain of scientific enquiry. However, international assessments of learning outcomes are not necessarily, or primarily, scientific endeavours; they are political devices and therefore should be scrutinised considering scientific attributes as well as some political features that, even if intertwined with technicalities, go well beyond them. Thus, critiques of international assessments would be better framed if their political attributes are taken as organising principles of the criticism, alongside those elements that pertain to their technical attributes, since these are not incidental but deeply interlinked.