黄冈市重点中学和普通中学高一学生数学学习特征比较

本研究采用“国际学生能力评估计划（PISA）”的学生调查问卷,对黄冈市重点中学和普通中学的535名学生的数学学习特征进行调查与分析,旨在探讨重点中学和普通中学学生数学学习特征的差异性。结果发现：重点中学的学生与普通中学的学生相比具有更加浓厚的数学学习兴趣、更强烈的学习动机、更积极的自我概念和自我效能感以及低水平的焦虑体验,并且他们更擅长运用各种学习策略。黄冈市高中一年级学生的数学学习特征在性别上存在着显著差异。     

Is the United States losing its status as a reference point for educational policy in the age of global comparison? The case of South Korea

This paper seeks to contribute to recent comparative discussions about the shift of traditional referential points as a result of new global governance by the OECD through PISA. In doing so, the authors investigate whether the lower PISA rankings of the US have resulted in the shifting of its referential status in South Korea. For the purposes of analysis, media representation of US education in South Korea is analysed by using two disparate newspapers from two time periods: three years before the first PISA release in 2001 and three years after 2009. This paper uses media discourses as primary data, but it also considers other complementary data such as policy documents and government policy statements on education. Recently, global governance through comparative data has become more significant, but the results of this study suggest that one should be careful about oversimplification. The results of this study imply that the pattern of external referencing in media representation hinges on historical, political, and cultural experiences rather than purely evidence-based discourses, at least in the case of South Korea.     

Evaluating item response theory linking and model fit for data from PISA 2000–2012

ABSTRACT

Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance.     

SOLO水平层次与PISA的评估等级水平比较研究

SOLO是一种源于皮亚杰发展阶段论的评测工具,其初衷是为了诊断并改进教学。PISA则是生发于实践并得以大规模运用的评测工具,其评价目的是为了进行国际比较。通过对SOLO水平层次与PISA评估等级水平之间的比较分析发现,SOLO各层次水平特征与PISA多数评估等级的陈述有着内在一致性。     

学生基础能力国际研究项目（PISA）的教育启示

PISA评价作为大规模的学生基础能力国际比较研究,是目前世界上最有影响力的国际学生评价项目之一。PISA应用了一系列目前世界上先进的教育测量理论和成熟的操作模式来评价15岁在校生进入未来社会所必需的知识、技能的获得情况,其评价结果具有高度的可比性、可信性和有效性,受到了各国政府的重视,被视为检验各国教育体制和未来人才竞争的重要指标。PISA项目为教育改革与发展提供了有益的启示,被誉为“教育界的世界杯”,是国际比较教育研究的重要成果。     

关于三项著名国际学生评价项目的比较

全国教育进展评价 (简称NAEP)、第三次国际数学和科学教育的再研究 (简称TIMSS -R)和国际学生评价项目 (简称PISA)是当前国际间最为著名的学生评价项目 ,本文拟就 2 0 0 0年NAEP的 8年级评估、TIMSS -R的 8年级评估和PISA三项评价项目的数学和科学领域评估做一比较 ,以便我们了解这些评估的实施背景、基本框架和评估内容     

专业视野中的PISA

近来,国际学生评估项目(PISA)备受国内外关注。PISA项目缘于发达国家对基础教育质量的反思,是一项以改善教育政策为导向的跨国测试研究。本文解读了PISA测试独创的素养及其内涵结构,探究了PISA研究试图解释的学生素养形成与学生个人参与及学习策略间的关系,分析了PISA研究试图发现的学生素养与家庭影响、学校均衡、教育公平的关系。本文认为,公平而卓越正在成为发达国家和国际组织衡量基础教育质量的新尺度;多维度、多学科、重数据与国际参照已经成为教育研究与教育评价的重要发展方向;教育政策的制定应该建立在研究、数据和证据的基础上。     

商务汉语考试（BCT）与欧洲语言共同参考框架（CEFR）的等级标准关系研究

本文主要运用标准设立的方法探讨了商务汉语考试（BCT）与欧洲语言共同参考框架（CEFR）之间的等级对应关系,研究结果表明：商务汉语考试（BCT）和欧洲语言共同参考框架（CEFR）之间存在着一定的等级对应关系,商务汉语考试（BCT）涵盖了《框架》中从A2到C1这样一个标准等级序列;这种等级序列的分距之间在商务汉语考试（BCT）中表现得非常和谐,体现了商务汉语考试（BCT）作为跨度考试的特点;文章最后总结了BCT与CEFR之间的等级关系。     

An Exploration of Reasons for Shanghai’s Success in the OECD Program for International Student Assessment (PISA) 2009

The outstanding performance of Shanghai students in the 4th Programme for International Student Assessment (PISA 2009) gained widespread attention at home and abroad. In this paper, the authors attribute this outstanding performance to three traditional factors and six modern factors. The traditional factors are high parental expectations, belief in the power of effort, and the mechanisms of personnel selection. The modern factors are the openness of Chinese education, curriculum and teaching reform, teacher training, improvement of comparatively poor schools, the financial resources allocation mechanism in compulsory education, and the reform of high school enrollment.     

Performance Analysis and Future Prospect of China’s Anti-bullying Policy and Practice: Evidence from PISA 2015 and PISA 2018

This paper analyzes the performance of China’s anti-bullying efforts with the data on school bullying in the Program for International Student Assessment (PISA) 2015 and PISA 2018. It is found that China has fully demonstrated its high performance in anti-bullying actions with all three key performance indicators dropping dramatically, namely the prevalence of bullying, the index of exposure to bullying, and the percentage of frequently bullied students. Further, from the perspectives of personal characteristics and school features, two rounds of PISA data are adopted to make the longitudinal diachronic comparison and the cross-national horizontal comparison, followed by the analysis of the occurrence and development patterns of school bullying. Five suggestions are put forward for the deployment of China’s anti-bullying action plan.     

关于我国日语能力标准建设的思考

欧美许多国家非常重视外语教育,对外语能力标准的研究已有六十多年的历史,制定的语言能力标准也日趋完善;日本也发表了《JF日语教育标准2010》。多年来,我国日语教学大纲一直是日语教育的评价标准和教学目标,为日语教材的编写、日语教学的规范化及日语能力评估等方面提供了一定的指导依据。但我国对于日语教育却一直没有一个更为详细的标准出台。文章介绍了国外的外语能力标准,并分析其最新理念,以期为我国的日语能力标准建设提供参考。     

Can Computer Use Hurt Science Achievement? The USA Results from PISA

A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software.     

欧洲汉语能力基准项目能做说明初探——以阅读理解为例

欧洲汉语能力基准项目(European Benchmarking Chinese Language Project,EBCL)是欧盟资助并由来自英、法、德、意的四所高校承担的研究项目,其主要目的是依据《欧洲语言共同参考框架(Common European Framework of Reference for Languages,CEFR)》为欧洲的汉语学习者制定一个可以参考的汉语能力基准框架。本文首先简要介绍欧洲汉语能力基准项目及其参考依据——欧洲语言共同参考框架,并以欧洲汉语能力基准项目阅读理解能做说明为例,阐述基准项目对欧洲框架的继承与发展,最后论述了基准项目和欧洲框架对国内汉语水平考试研发的启示。     

A Regression Model With a New Tool： IDB Analyzer for Identifying Factors Predicting Mathematics Performance Using PISA 2012 Indices

There are many studies that focus on factors affecting achievement. However, there is limited research that used student characteristics indices reported by the Programme for International Student Assessment （PISA）. Therefore, this study investigated the predictive effects of student characteristics on mathematics performance of Turkish students. In PISA studies, sampling design, sampling weights, and plausible values have to be taken into consideration in order not to have biased multiple regression results. In order to conduct multiple regression analyses in PISA, software called the International Association for the Evaluation of Educational Achievement （lEA） International Database （IDB） Analyzer is required to be used because the dependent variable consists of several plausible values. This study aims to identify student characteristics that are significant in predicting mathematics performance in Turkey. Results showed that being successful in mathematics is a combination of several factors in which students＇ beliefs, motivation, and other factors must be organized to achieve mathematics. Among these beliefs and motivation, strong self-efficacy, positive self-concept, and minimum level of anxiety seem to be the key for success.