scholarly journals Inequality in education in Costa Rica: The gap between students in public and private schools. An analysis of the results of the programme for international student assessment (PISA)

CEPAL Review ◽  
2014 ◽  
Vol 2013 (111) ◽  
pp. 37-56
Author(s):  
Andrés A. Fernández ◽  
Valle A. Roberto Del
Keyword(s):  
Costa Rica ◽  
Private Schools ◽  
International Student ◽  
Student Assessment ◽  
Public And Private ◽  
International Student Assessment ◽  
Inequality In Education

scholarly journals Assessment of the European Union’s Educational Efficiency

2021 ◽  
Vol 13 (6) ◽  
pp. 3116
Author(s):  
Marius Sorin Dincă ◽  
Gheorghiţa Dincă ◽  
Maria Letiţia Andronic ◽  
Anna Maria Pasztori
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Value Added ◽  
Data Envelopment ◽  
Public And Private ◽  
Assessment Scores ◽  
International Student Assessment ◽  
Recording Efficiency ◽  
Educational Efficiency ◽  
Education Levels

This paper assesses education sector’s efficiency by comparing 28 European Union states at different levels of education using the mathematic approach of data envelopment analysis. We conducted the study from both the allocative and technical perspectives by considering all education levels separately and then as a whole, every three years, starting with 2006. The input and output variables were adapted to each particular level of education. In this way, we offered a complete image of the education system, creating a ranking for the countries, based on efficiency scores. Efficiency appears to be achieved when education results, such as the Programme for International Student Assessment scores, attainment level or other value-added outcomes, are reached with rather low levels of financial resources. The performance in education lacks sustainability in many countries, mostly belonging to Mediterranean and south-eastern European groups, with old member states recording efficiency scores closer to 1 compared to the new ones. Inefficiency derived from different causes and interactions between these causes (the mixture between public and private resources, the different population composition, gross domestic product per capita or levels of education attainment) and most often imply particular solutions from country to country.

scholarly journals The PISA performance gap between national and expatriate students in the United Arab Emirates

2020 ◽  
Author(s):  
Jose Marquez ◽  
Louise Lambert ◽  
Natasha Ridge ◽  
Stuart Walker
Keyword(s):  
Public Schools ◽  
United Arab Emirates ◽  
Private Schools ◽  
International Student ◽  
Linear Regression Analysis ◽  
Student Assessment ◽  
School Type ◽  
International Student Assessment ◽  
Immigrant Background ◽  
Using Data

In most education systems, students with an immigrant background perform worse academically compared to native students. However, in the United Arab Emirates (UAE), differences emerge in the opposite direction and the national-expatriate gap in academic competence is equivalent to almost three years of schooling. This gap is a concern in the UAE, where national students mainly attend public schools and expatriates, mostly private schools. To investigate the competence gap between national and expatriate students, we estimate group differences and conduct linear regression analysis using data from the 2018 Programme for International Student Assessment. Results show that the gap varies by emirate and country of origin and is greater among boys, better-off students and in private schools. Between 33% and 47% of this gap is explained by school type, whether public or private. We offer recommendations; however, in a country characterized by 85% expatriates and a maturing education policy, challenges remain, but may serve to pave the way for other high expatriate nations in development.

scholarly journals Educación por habilidades: Perspectivas y retos para el sistema educativo

2017 ◽  
Vol 41 (2) ◽  
pp. 1 ◽  
Author(s):  
Mauricio Cristhian Portillo Torres
Keyword(s):  
Costa Rica ◽  
21St Century ◽  
21St Century Skills ◽  
International Student ◽  
Student Assessment ◽  
Life Skill ◽  
International Student Assessment ◽  
El Sistema

Este ensayo analiza los proyectos DeSeCo – Programme for International Student Assessment (PISA), Assessment and Teaching of 21st Century Skills (ATC21S) y Life Skill Based Education (OMS) que han introducido la educación por habilidades en la educación general básica, tanto a nivel internacional como en Costa Rica.  Ya que Ministerio de Educación Pública, a través de la Dirección de Desarrollo Curricular,  impulsa una transformación curricular basada en un currículo por habilidades, se revisan los fundamentos teóricos de estos proyectos. A partir de estos se presentan los retos que supone,  para el sistema educativo costarricense, una educación por habilidades. Los cinco retos señalados son: la construcción de mapas de progreso sólidos sobre las habilidades, sistemas de evaluación más formativos que sumativos, trayectorias escolares  basadas en el dominio demostrado y no en la nota, la variable del tiempo en la diversidad y los apoyos a tiempo de acuerdo con las necesidades de cada estudiante. También se indican algunos temas pendientes que deben considerarse para la implementación de esta transformación curricular.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Siti Hannah Padliyyah
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Active Role ◽  
Stem Learning ◽  
International Student Assessment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

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