PISA在中国:教育评价新探索

本文通过对当前国际上颇具影响力的大规模教育评价项目——"学生能力国际评价("PISA)的评价理念和技术的解析,结合教育部考试中心开展PISA2006中国试测研究实践收获的启示,阐述了作者对我国教育评价研究与发展的思考和建议。     

School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA)

Evidence regarding the effect of early reading instruction on later reading achievement is unusually sparse, given the emphasis often placed on early and intensive reading instruction. Capitalising on international differences in school entry age (SEA), international reading studies may provide such evidence; however, only one quantitative analysis has been conducted that looked at nine-year olds over 17 years ago. Therefore, data from the reading portion of the 2006 Programme for International Student Assessment (PISA) study were re-analysed. The relative reading achievement—as a function of SEA—of 15-year-old students across 55 countries was investigated, controlling for social and economic differences. Results suggested no significant association between reading achievement and SEA. Theoretical explanations for these findings are discussed.     

Separating PIAAC competencies from general cognitive skills: A dimensionality and explanatory analysis

This study aims to investigate how test scores from PIAAC (Programme for the International Assessment of Adult Competencies) can be interpreted, by comparing the PIAAC competencies literacy and numeracy to reasoning and perceptual speed. Dimensionality analyses supported, that the PIAAC competencies can be separated into a common factor overlapping with reasoning and perceptual speed, and domain-specific factors. For the common and specific factors, relations to other variables were analyzed. The nested factor for PIAAC literacy was as expected unrelated to age, positively related to learning opportunities during one’s lifetime, and positively related to literacy skill use. The nested factor for PIAAC numeracy was also as expected unrelated to age, against expectation unrelated to learning opportunities during one’s lifetime, and as expected positively related to numeracy skill use. Results support the validity of the intended test score interpretation for PIAAC literacy, while results for PIAAC numeracy were less clear.     

Learning progress assessment and goal setting: Effects on reading achievement,reading motivation and reading self-concept

This study investigates the effects of learning progress assessment (LPA) combined with student-set goals on students’ reading achievement, reading motivation, and reading self-concept in fourth grade. Classes (n = 41) were assigned to either an LPA group with goal setting (LPA-G), an LPA group only (LPA), or a control group (CG). Students of both LPA groups completed eight LPA tests over a period of six months, and teachers received information about their learning progress. Students in the LPA-G group specified goals before the tests and reflected their goal achievement afterwards. Results indicate that growth in reading was higher for students in the LPA group compared to students in the two other groups. Unexpected negative effects of the goal-setting procedure were found on the development of intrinsic reading motivation and individual reading self-concept. The results are discussed with regard to teacher behavior and the use of diagnostic information for instruction.     

The role of reading self-concept and home literacy practices in fourth grade reading comprehension

This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE) in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading). Information on child and family literacy practices was collected via a questionnaire administered to parents of participating children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond the primary grades.

Material resources,school climate,and achievement variations in the Philippines: Insights from PISA 2018

Educational reform programs usually institute systemwide changes. However, this assumption of similar school problems mask variations between schools and students. The 2018 Philippine PISA data (n = 7233) reveal salient variations in academic achievement that happen between schools and among students. Between schools, material resource and school climate problems have different origins and influence depending on school type and location, while among students, gender and socioeconomic status act as predictors but fail to fully explain the variation. This has implications for school-specific investments for material resource and school climate improvement, and student-specific interventions that detect and instruct those who are lagging behind.     

中国四省市与新加坡学生科学素养表现之比较——基于PISA2015数据的分析

PISA2015科学素养测试结果于2016年底正式公布后,受到社会各界的广泛关注。研究者从OECD在线公布的数据库中选取中国四省市与新加坡的有关数据,对两个经济体15岁在校生的科学素养表现进行比较分析,并通过多水平分析探讨影响学生科学素养的关键因素。结果发现:中国四省市学生在科学素养测试总量表及各分量表上的成绩均非常显著地低于新加坡学生,分差在32.82~43.29之间,效应量达到中等强度;中国四省市学生在工具性动机上得分非常显著地高于新加坡学生,但在科学乐趣与科学自我效能得分上非常显著地低于新加坡学生;在影响因素方面,家庭经济、社会和文化地位、科学乐趣、科学课纪律氛围、教师中科学教师的比例等因素对两个经济体的学生成绩具有显著正向预测效应,但考试焦虑、工具性动机、教师探究式教学等因素表现出显著的负向预测效应。中国四省市要有意识地借鉴新加坡教育经验,改革与完善科学教育,具体建议有:(1)进一步推动课程与教学改革,重视探究式教学与学生批判性思维的培养;(2)加强学校人力资源管理,提高教师专业水平;(3)关注学生非认知表现,激发学生科学学习的内部动机。     

Investigating students' perceived cognitive needs in university academic reading: a latent variable approach

Although there have been extensive theoretical discussions on the various reading skills needed in academic situations, empirical investigations on this topic are scarce. There is even much less research on the latent structure underlying those skill needs. This study attempts to fill this gap by investigating the perceived factorial structure of academic reading skills and the relative importance of each factor based on questionnaire responses by 221 undergraduates from an English‐medium university in New Zealand. A series of factor analyses and hierarchical model testing revealed that the respondents' perceived needs in academic reading consisted of five distinguishable subdomains, which could be further divided into non‐expeditious reading and expeditious reading. It was also found that the subdomain of textbase comprehension (e.g., understanding explicit details and main ideas) was needed significantly more than other subdomains, although all subdomains were reported to be needed more than half of the time. These findings not only support previous major theoretical discussions about reading types from a novel perspective (i.e., students' perceived needs) but also help specify the skill areas that academic reading curricula and assessments may need to cover and prioritise.     

Educational Data Mining: Identification of factors associated with school effectiveness in PISA assessment

With the main goal of identifying the process factors associated with school effectiveness in secondary education, this work presents an innovative methodological proposal. Based on secondary data from the Spanish sample of PISA 2015, high- and low-effectiveness schools were selected by analysing the residuals of the school level (level 2) in multilevel models. Subsequently, decision trees were used to identify the process variables with a greater predictive power for the identification of high- and low-effectiveness schools. While the hierarchical linear models obtained show inter-school variance scores greater than 10%, decision trees achieve a precision greater than 90%. We conclude by analysing the suitability of using decision trees in data originating from large-scale assessments, and examining the obtained factors associated with school effectiveness.     

Science Learning: A path analysis of its links with reading comprehension,question-asking in class and science achievement

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students’ self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).     

The relationship between departments as professional communities and student achievement in secondary schools

Secondary school teaching is organized in departments and effective departments functioning as collaborative teams have been associated with effective schools. Therefore, this study investigates the relationship of mathematics departments perceived as professional communities and student achievement in Dutch secondary schools. Cluster analysis and hierarchical linear modeling (HLM) were used on a sample of around 3000 students, 130 schools, and 130 teachers that participated in this study (TIMSS-2003 data). The significant effects found (effect size >.20) show that those departments that focus on reflective dialogue, collaborative activity, shared vision and student achievement are associated with successful schools and higher student achievement.     

Effects of immigrant background on text comprehension,vocabulary, and reading motivation: A longitudinal study

The purpose of this paper is to examine disparities in important components of reading acquisition in the context of migration. Previous empirical studies showed significant differences in reading skills between students with and without immigrant backgrounds. Data of N = 712 students tested in grades 3, 4, and 6 were analyzed with respect to group differences in reading acquisition. The autoregressive cross-lag panel-model and the latent growth curve models revealed negative effects of immigrant background on the relative position of children in the domains text comprehension and vocabulary as well as a negative effect on relative changes in vocabulary and positive effects on relative changes in reading motivation. Social inequality could not fully explain the identified effects. Immigrant background did not predict absolute growth of text comprehension, vocabulary, and reading motivation. Implications of the findings for research and practice are discussed.     

The ability-track glass ceiling of Israeli schooling: lessons from a comparative analysis of Israeli and Australian PISA 2012 data

Israeli students ranked in the bottom third of the countries surveyed by PISA 2012 in mathematical literacy, while the gap between the highest and lowest scores was the second largest in the OECD. This paper explores which variables led to disparities in mathematical literacy between different socioeconomic levels and between Israeli Arabs and Jews as well as in comparison with Australian students. Different instructional approaches that are known in the literature to have a positive impact on students’ achievement are not observed in the relationship between teachers and students in Israel. In Israel, schools contribute to the perpetuation of socioeconomically driven educational inequality by using tracks that are characterised by different teaching pedagogies and different content, with little or no upward mobility between tracks, leading to structural exclusion. By comparison, in Australia, ability tracking is less rigid and mathematical literacy far higher than in Israel. The policy implication is that either teachers must work differently in a track-based system to overcome the process of exclusion dictated by the structure itself or the system must reduce the use of tracking.     

Addressing the big picture: Deaf children and reading assessments

In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student populations presents some potential issues, particularly the question of whether or not the students’ actual literacy abilities are being identified. The focus is to spotlight a frequently used approach for measuring reading fluency and present an alternative approach.     

A typology of student reading engagement: Preparing for response to intervention in the school curriculum

This study seeks to develop a typology of students’ reading engagement through secondary analysis of international sampled survey data. It aims at providing research-based evidences informing teachers how to help readers advance in reading performance. It hopes that when students complete junior secondary schooling (Grade 7–9) at age 15, more students can read happily, widely and skillfully. After establishing that Fondness for reading, Aspiration for reading, and Good at reading are three pertinent facets of reading engagement affecting reading literacy performance, the effects of variables pertaining to these facets are examined using Macao-China data drawn from the OECD's Programme for International Student Assessment (PISA) 2009 Reading Literacy Study. The present study adopts a person-centered approach to arrive at a typology of eight latent clusters of students, each of which is identified with specific reading engagement characteristics. Response to reading intervention can then be proposed to help successive cohorts of junior secondary students enhance their reading literacy performance.     

The use of instructional time in early grade reading classrooms: A study in Herat Province of Afghanistan

The purpose of this study was to investigate how much time teachers in sampled schools in Herat Province of Afghanistan spend teaching literacy in early grade classrooms, how they use the time, and what factors lead to instructional time loss. We found that the actual time spent teaching literacy was often shorter than the allocated time. We also identified a few shared teaching practices that indicate a poor use of instructional time. Time loss factors identified included teacher and student absenteeism and tardiness, unofficial school closures and summer break extensions, and teachers’ maternity leaves.     

High efficacy and the preservice reading teacher: A comparative study

The purpose of this study was to investigate the differential impact of two field experiences, tutoring and observing, on preservice teachers’ reading self-efficacy and content knowledge. Participants completed an adapted, reading version of The Teacher Sense of Efficacy Scale (TSES). Results showed that both groups reported growth in reading self-efficacy and content knowledge; however, there was only a marginally significant difference between reading self-efficacy motivation scores. Mean score differences showed that the observers changed more in their reading efficacy than the tutors; however, a greater number of tutors found the field experience to be worth maintaining in future courses.     

Student teachers’ conceptions of creativity in the secondary music classroom

This study aims to explore the meaning of the concept of creativity from the perspective of student teachers pursuing a one year teacher training course following their first degree. Seventeen student teachers following a specialist music teaching route in secondary education were selected as the sample for this study to offer their understanding on creativity in the secondary music classroom. Data were collected through questionnaires and semi-structured interviews and were subject to in-depth qualitative analysis using Atlas.ti software. All student teachers seemed eager to teach for creativity as they thought it was a vital component of their pupils’ musical engagement and development. However, some held richer conceptions than others or tended to overlook significant areas of musical involvement, such as improvisation, group work and engagement in evaluating and refining the creative musical product. Creativity was generally expected but it would emerge on an intuitive level as a by-product of a learning objective rather than being explicitly considered in the planning process. These narrow conceptions of the meaning of creativity in the music classroom need to be taken seriously and explicitly addressed in music education programs in order to maximize the expression of pupils’ creative potential in the music classroom and beyond.     

PISA in Spain: Expectations,impact and debate

PISA, which was launched by OECD, is one of the most significant and successful initiatives on which education systems have recently collectively embarked. However, although it is a well‐coordinated international programme, its reception differs according to country. There is therefore a need to analyse specific national circumstances in order to gain a deeper understanding of the undertaking as a whole. This article specifically considers Spain's participation in PISA and focuses on a number of aspects: a) the expectations created when it joined the programme, in parallel to the implementation of its own national education evaluation system; b) the impact PISA has had, both in the media and in political and discursive spheres; and c) the technical and scientific debates generated in Spanish academic media. Finally, it is argued that, in the last few years, PISA has met with a certain disenchantment among specialists and the public opinion because of its limitations as a ranking tool, the difficulty in explaining its findings, and its inability to prescribe education policies that are suitable for very different contexts.