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Establishing educational standards and monitoring student performance

Establishing educational standards and monitoring student performance. Directions for methodological improvements in international assessments. Key methodological features. Focus on literacy and using knowledge

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Establishing educational standards and monitoring student performance

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  1. Establishing educational standards and monitoring student performance Directions for methodological improvements in international assessments

  2. Key methodological features • Focus on literacy and using knowledge • Collection of range of information (attitudes, school-level factors, etc) other than performance data • Use of IRT to construct achievement variables • Multiple matrix sampling of items • Use of a range of item types and authentic assessment tasks • Standards-referenced reporting using 6 levels • Multilevel modelling to identify student/school/system effects • Two-stage approach to reporting results

  3. Areas for improvement • What/who is assessed? • How it is assessed? • What other information is collected? • How the data are analyzed? • How the results are reported, disseminated and used?

  4. What/who is assessed?What other information to be collected? • More open- ended items; • Importance of trend and monitoring progress over time; • More number of items which requires various type of learning strategies; • Classroom environment: “what happen in the classrooms?” (e.g. use Video); • Students’ social skill, emotional aspects, creativity, social-cooperation skill; • Teachers’ perception of students performance; • Teachers’ classroom teaching strategy; • Testing 1year younger or older students: Value-added of 1 year of schooling; • Longitudinal study; • Targeting different age group; • Foreign language skill; • “How much and what skill/ability retain after few years?”; • Conception of teaching: “what is teaching?” (e.g. guiding or facilitating); • Conception of learning: “what is learning?”.

  5. How the data are analysed • Scaling: need caution for bottom and top ends which are instable; • The relationship between combined-scale score and sub-scale scores.

  6. Reporting, dissemination and use of results • Feedback to teachers and schools to improve classroom teaching`; • Media makes the most use of PISA results. But, often only focus on ranking. Need to avoid over simplified interpretation; • Concrete national analysis/reports which goes beyond the international report; • Need secondary study and in-depth study (e.g. case study or ethnography); • Further involvement t of high level officials; • Importance of dissemination seminars to understand other countries reaction to PISA;. • Further use of PISA database and technical reports for capacity building of researchers and students; • Reaction of students who participated in PISA;. • Feedback to students and schools which participated in PISA; • PISA reports are often too intensive. More concise results need to be prepared to disseminate to teachers, schools and parents.

  7. Others • Link the PISA scale/proficiency level to the national assessments; • Link to other international studies such as PIACC.

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