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Overview

מה בין מדיניות חינוך לבין המחקרים הבינלאומיים? סוגיות מרכזיות מיכל בלר הכנס השנתי השלישי של ראמ"ה 8 במאי 2014 מכון דוידסון לחינוך מדעי מכון ויצמן למדע. Overview. Introduction Perceived impact of ILSA Impact of ILSA on policy Country examples Added value of ILSA Growing criticism

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Overview

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  1. מה בין מדיניות חינוך לבין המחקרים הבינלאומיים?סוגיות מרכזיותמיכל בלרהכנס השנתי השלישי של ראמ"ה8 במאי 2014מכון דוידסון לחינוך מדעימכון ויצמן למדע

  2. Overview • Introduction • Perceived impact of ILSA • Impact of ILSA on policy • Country examples • Added value of ILSA • Growing criticism • Challenges and Conclusion

  3. International Large Scale Assessments (ILSA) “Education in one country can be better understood in comparison to educationin other countries” Porter & Gamoran, 2002 Methodological Advances in cross-national surveys of educational achievement. Washington, DC: National Academy Press.

  4. Main International Assessments (ILSAs) • CIVED CIVED Civic Education Study SITES AHELO TALIS Global Education Pre-PIRLS & PISA for Development

  5. Domains Assessed by ILSA • The curricular areas mainly assessed in ILSA are: • Mathematics | Language | Science | Civics • These are the same curricular areas assessed in NLSA, as these subjects constitute the majority of curricula in primary and secondary education cross-nationally • Additional areas have been added more recently: • Financial literacy • 21st century skills (problem solving, collaboration) • Frameworks are developed for each assessment

  6. Assessment Frameworks Two examples: These tests differ in their emphasis on curriculum-specificversusmore generic knowledge, and they therefore reflect different norms about what should and can be taught

  7. Framework for 21st Century Learning http://www.p21.org/our-work/p21-framework

  8. Assessment 21st Century Skills

  9. What are 21st Century Skills?

  10. https://www.coursera.org/course/atc21sCourse opens on 30th June 2014

  11. ILSA Products ILSA offer three types of “products”: • Indicators that monitor the functioning, productivity, and equity of education systems • Knowledge on factors that determine educational effectiveness • A reliable, sustainable, comparative database that allows researchers worldwide to study scientific as well as policy-oriented questions Klieme (2012)

  12. IEA Study Data Repository

  13. Perceived Impact of ILSA on Policy

  14. PISA Envy (The Economist) “Parents pore over them. Teachers protest about them. Politicians preen when they are positive—and blame their predecessors if they are not. International league tables have acquired a central role in debates about education policy.”

  15. The yardstick for success is no longer improvement by national standards but the best performing education systems (Schleicher)

  16. Varied Impact The impact of ILSA varies from one country to another International ratings have an impact when: • The evaluated topic is framed as crucial in the national discourse • A substantial gap between national self-perception and the empirical results can be observed • Expectations are based on comparison with other (neighboring?) countries • Expectations are based on expected changes over time due to national improvement efforts • Expectations are based on the wish to belong to the “world top”

  17. Survey Among PGB Members (Breakspear, 2012) Israel UK Turkey Indonesia PISA governing board members (PGB) and others were asked to rate the extent to which policy-makers in their countries perceive PISA performance as an important indicator of the effectiveness of the school system “The role of PISA in national/federal assessment and evaluation policies and practices”

  18. PGB Survey - Summary

  19. Impact on Educational Policy

  20. … ILSA Can • Demonstrate what achievements are possible in education • Set policy targets in terms of measurable goals achieved by other systems • Establish trajectories for educational reform • Relate NLSA to ILSA • Measure the pace of educational progress • Optimize governmental policies or consider more fundamental alternatives • Inform equity issues • Inform changes in curriculum and instruction • Build public support for school Improvement

  21. However… On their own, cross-sectional international comparisons, such as PISA and TIMSS, cannot identify cause-and-effect relationships between certain factors and educational outcomes, especially in relation to the classroom and the processes of teaching and learning

  22. Thus… The results provide some suggestive evidence that, when combined with other data, could help inform decision making and future research

  23. International Comparative Research • IEA-ETS Research Institute (IERI) • undertakes research activities that address issues surrounding large-scale assessments such as TIMSS, PIRLS, PISA, NAEP, IALS, ALL • OECD Centre for Educational Research and Innovation (CERI) • CERI’s research work covers learning at every age, from birth to old age. It goes beyond the formal education system • Other research institutions • McKinsey, universities….

  24. Large-Scale Assessments in Education: An IEA-ETS Research Institute Journal

  25. Conference and Book

  26. Elaboration on PISA

  27. PISA - OECD’s global assessment of what students know and can do with their knowledge Coverage of world economy 83% 77% 81% 85% 86% 87%

  28. Pushing the Envelope PISA introduces new constructs: • Literacy of Reading, Math, Science • Financial Literacy • Problem Solving • CollaborativeProblem Solving • Innovative tasks • Digital Assessments What will be the direct and indirect impact of the above on instruction?

  29. PISA and e-PISA Cycles

  30. Innovative Item Types

  31. PISA 2012 Classroom in Israel

  32. Digital ILSAs: Challenges Neither assessments nor technologies are goals in and of themselves The merit in both is only if they make a significant impact on education by improving instruction, and increasing (directly or indirectly) the opportunity for each child to learn and progress Would the introduction of computer delivery lead to improvements in construct representation and data utility that are sufficiently compelling to justify a major initial investments and larger operating costs? Are schools pedagogically, technologically, logistically and socially prepared for this development? How would it affect participation of countries and of certain subpopulations? What impact will it have on technology embedded instruction?

  33. Global Insights from PISA Global Insights from PISA are drawn by: • Analyzing PISA test results along with context questionnaires • Combining an analysis of PISA with: • a description of the policies and practices of those education systems that are close to the top or advancing rapidly • in order to offer insights for policy from their reform trajectories

  34. Money matters - but other things do too PISA 2006 Israel From: Andreas Schleicher

  35. Strong Performers and Successful Reformers A video series profiling policies and practices of education systems that demonstrate high or improving performance in the PISA tests

  36. McKinsey Reports on Education

  37. PISA in Focus is a series of concise monthly education policy-oriented notes designed to describe a PISA topic

  38. PISA in Focus: Setting the Foci No. 1: Pre-primary education and performance in PISA No. 2: Improving performance: leading from the bottom No. 3: Does investing in afterschool classes pay off? No. 4: Has discipline in school deteriorated? No. 5: How do some students overcome their socio-economic background? No. 6: When students repeat grades or are transferred out of school: What does it mean for education systems? No. 7: Private schools: Who benefits? No. 8: Do students today read for pleasure? No. 9: School autonomy and accountability: Are they related to student performance? No. 10: What can parents do to help their children succeed in school? No 11: How are school systems adapting to increasing numbers of immigrant students? No. 12: Are boys and girls ready for the digital age? No. 13: Does money buy strong performance in PISA? No. 14: What kinds of careers do boys and girls expect for themselves? No. 15: How green are today's 15-year-olds? No. 16: Does performance-based pay improve teaching? No. 17: Are large cities educational assets or liabilities? No. 18: Are students more engaged when schools offer extracurricular activities? No. 19: Is there really such a thing as a “second chance” in education? No. 20: Are school vouchers associated with equity in education? No. 21: Do today’s 15-year-olds feel environmentally responsible? No. 22: How do immigrant students fare in disadvantaged schools? No 23: What do students expect to do after finishing upper secondary school No. 24: What do students think about school? No. 25: Are countries moving towards more equitable education systems?  ….. No. 38

  39. PIAAC – A Survey of Adult Skills

  40. 166,000 Adults Aged 16 to 64 Across 24 Countries

  41. Adult Numeracy

  42. Adult Literacy

  43. PIAAC KEY FINDINGS • At least 1/10 adults in industrialized countries lack basic competencies in literacy, numeracy and computer skills, with profound implications for their employment and earnings • The results confirm that education is crucial in developing foundational skills in literacy, numeracy, and digital technology • However length of time in education does not fully reflect skills differences across countries, as many people with a secondary education outperformed those who had a degree The PIAAC report concludes that: Success will come from building skills beyond formal education, and recommends that skills proficiency should be recognized and certified

  44. PISA 2012 Math & PIAAC Numeracy (EU) A first comparison of PISA 2012 and PIAAC: A

  45. PISA 2012 READING & PIAAC LITERACY (EU)

  46. OECD Skills Strategy Skills beyond School

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