scholarly journals THE RELEVANCE OF EVOCATION AND REFLECTION CARDS IN THE LEARNING PROCESS

2012 ◽  
Vol 41 (1) ◽  
pp. 61-74
Author(s):  
Sirje Piht ◽  
Piret Lehiste ◽  
Rea Raus ◽  
Mariliis Lazarev
Keyword(s):  
Goal Setting ◽  
Learning Process ◽  
Study Skills ◽  
International Student ◽  
Personality Development ◽  
Student Assessment ◽  
Well Being ◽  
The European Union ◽  
Subject Knowledge ◽  
International Student Assessment

When starting school, most students have a desire to learn and are motivated to participate actively in the learning process. Lack of interest is what undermines learning. Research on children's well-being in the European Union (EU), conducted at York University in 2006, indicated that Estonia stands out among 25 EU countries with the lowest level of students who enjoy school and have a feeling of well-being. However, the results of 2006 and 2009 PISA (Programme for International Student Assessment) research indicate that Estonian students do have good subject knowledge and study skills. The Estonian Human Development Report 2009 states that 70% of Estonian students consider their study load too heavy, 67% feel fatigue and 33% do not want to go to school at all. The report indicates that schools do not pay enough attention to personality development, analysis and discussion (Eesti Koostöö Kogu, 2010). Based on the results of the above-mentioned research, it can be said that Estonian students have good subject knowledge, but learning offers them neither pleasure nor interest (Organisation for Economic Cooperation and Development [OECD], 2007; Puksand, Lepmann & Henno, 2010). The key question for this research was how learner-centered goal setting and reflection support the learners´ skills to set their own goals for the learning process and to analyze it. Learners are interested in the learning process in case they understand the goals, are actively involved, and take responsibility for their actions. Learners should experience success and get immediate feedback on their activities. Ninety-six different evocation and reflection cards were tested by 24 Estonian teachers in the spring of 2011. The purpose of testing was to clarify how effective the usage of evocation and reflection cards is in supporting students in setting goals and analysing their activities. The quantitative research method (in the form of a questionnaire) was used in order to discover teachers` personal opinions, attitudes and approach to the cards and make conclusions about the relevance of the cards in supporting students` involvement in the evocation and reflection phase of learning. The research results showed that giving and receiving feedback develop students´ self-image, motivate them to participate in the learning process and develop their study skills. The relevance of evocation and reflection cards depends greatly on a teacher's opinion and will to use them. If a teacher does not possess enough knowledge about how to involve students in goal setting and analysis of the lesson, the efficiency of these cards is not evident. Key words: evocation, learning motivation, reflection.

The Norwegian Case of School Reform, External Quality Control, and the Call for Democratic Practice

2021 ◽  
Author(s):  
Ann Elisabeth Gunnulfsen ◽  
Eivind Larsen
Keyword(s):  
School Reform ◽  
Performance Indicators ◽  
International Student ◽  
Student Assessment ◽  
Well Being ◽  
Monitoring And Control ◽  
International Student Assessment ◽  
Challenges And Opportunities ◽  
Norwegian Education ◽  
Prejudice And Discrimination

Traditionally, the Norwegian education system has been built on equality and democracy as core values, but the disappointing results in the Programme for International Student Assessment (PISA) introduced the perception of a “crisis in education” and increased the occurrence of national reform initiatives. New assessment policies with an emphasis on performance measurement and emerging accountability practices have characterized the transition processes over the last decade. With increasing focus on monitoring based on performance indicators, there is a risk that the purpose of promoting democracy in schools will be downplayed by instrumental and managerial regulations. However, the Norwegian school reform of curriculum renewal in 2020 also highlights democracy and participation as separate interdisciplinary themes and includes a concrete elaboration of this topic, which strongly emphasizes that schools should promote democratic values and attitudes as a counterweight to prejudice and discrimination. To obtain more knowledge about how school professionals deal with possible tensions and dilemmas in their work with the contemporary reform, it is important to unpack the interplay between managerial accountability based on performance indicators and identify how educators legitimize their work on promoting democracy in schools. To capture the dynamic nature of educational leadership and the daily subtle negotiation, a micropolitical perspective and theory on democratic agency were used to analyze theoretical and empirical material from two larger studies focusing on certain aspects of school reforms in Norwegian lower secondary schools. The findings suggest that educational professionals respond to the policy of inclusion through negotiating and translating tensions between equalizing students’ life chances and being subjected to collective monitoring and control. The findings also illuminate stories characterized by a predominantly individualistic interpretation of the democratic purpose of education and the challenges and opportunities involved in balancing academic achievement with students’ well-being.

scholarly journals Parental resources and child well-being in East Asia: An overview

2020 ◽  
Vol 6 (2) ◽  
pp. 197-218
Author(s):  
James M Raymo ◽  
Hao Dong
Keyword(s):  
East Asia ◽  
International Student ◽  
Parental Education ◽  
Child Outcomes ◽  
Student Assessment ◽  
Well Being ◽  
International Student Assessment ◽  
Poor Families ◽  
Parental Resources

The papers in this special issue use newly available panel data and data from the Program for International Student Assessment (PISA) to examine linkages between parental resources and children’s outcomes in China, Japan, and Korea. Specific foci of the papers include regional differences, non-monetary resources, shadow education, gender differences, and the proximity of grandparents. Results demonstrate that, as in western societies, parental education and income are positively associated with child well-being and development in East Asia, but distinctive contextual features contribute to variation in these relationships. It is also clear from the findings that relationships between parental resources and child outcomes are more complicated than suggested by simple emphases on economic inequality and the relative success of children from rich and poor families. Together, these papers contribute a much needed geographic extension to the large cross-national literature on parental resources and children’s well-being. The findings provide a valuable empirical basis for assessing the role of context and understanding similarities and differences within East Asia and between the East and West.

scholarly journals THE COMPARISON OF PIRLS, TIMSS, AND PISA EDUCATIONAL RESULTS IN MEMBER STATES OF THE EUROPEAN UNION

2020 ◽  
Vol 1 ◽  
pp. 191-195
Author(s):  
Peter Plavčan
Keyword(s):  
Scientific Literacy ◽  
International Student ◽  
School Attendance ◽  
Student Assessment ◽  
Secondary Analysis ◽  
Arithmetic Mean ◽  
Early Years ◽  
Reading Literacy ◽  
The European Union ◽  
International Student Assessment

The PIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in International Mathematics and Science Study), and PISA (Programme for International Student Assessment) have become gold standards for the international comparison of children’s performances, when aged 10 and 15 years. This paper focuses on secondary analysis of basic statistical indicators on reading literacy (PIRLS), as well as the mathematics and scientific literacy (TIMSS) of pupils at 10 years of age, followed by their reading, mathematics and scientific literacy at 15 years of age (PISA). It compares the pupils’ main educational results in PIRLS and TIMSS with their PSA results. PIRLS, TIMSS, and PISA help to identify key problems within pupils’ educational levels in these selected literacies and create effective educational policy measures. One aspect of the comparison within the research paper is the aggregate indicator; this is the arithmetic mean of PIRLS and TIMSS results, using pupils’ PIRLS results from 2001, 2006, 2011 and 2016, and TIMSS results from 2007, 2011 and 2015. The other aspect of the comparison is the aggregate indicator; which is the arithmetic mean of pupils’ PISA results for 2006, 2009, 2012 and 2015. A significant relationship was found to exist between the arithmetic mean of pupils’ PIRLS, TIMSS, and PISA results. Political and professional policy decisions within schooling affect the early years of pupils’ school attendance. This has a significant impact on their future education at all levels of schooling. The findings of this paper support a hypothesis regarding the effects of pupils’ educational performance and the need for measures to improve education in schools that should be adopted on an ongoing basis.

scholarly journals A global decline in adolescents’ subjective well-being: a comparative study exploring patterns of change in the life satisfaction of 15-year-old students in 46 countries

2020 ◽  
Author(s):  
Jose Marquez ◽  
Emily Long
Keyword(s):  
Life Satisfaction ◽  
Young People ◽  
International Student ◽  
Mental Health Problems ◽  
Immigrant Students ◽  
Student Assessment ◽  
Well Being ◽  
Subjective Well Being ◽  
Linear Regression Models ◽  
International Student Assessment

There is a growing body of research that demonstrates declines in subjective well-being and increases in mental health problems among children and young people in recent decades. However, there is little comparative research examining changes in adolescents’ life satisfaction (LS) across a large number of countries, and critically, how this differs across sociodemographic groups. This study addresses this question by investigating changes in the LS of 15-year-old students between 2015 and 2018, with particular attention given to differences by gender, socio-economic status, immigrant background and urbanity. Data for this study come from the Programme for International Student Assessment (PISA). Due to the skewed nature of LS scale variables, the current study includes both mean levels of LS in a 0 to 10 scale, and the proportion of students reporting low LS (5 points or less). Linear regression models were used. Results demonstrate a global decline in mean levels of LS in 39 out of the 46 countries. In most countries, mean LS declined more among girls than among boys. Mean LS declined more, and the proportion of students reporting low LS increased more, among non-immigrant students and those of higher SES in the majority of countries. Findings regarding rural or urban communities were mixed. We advise that heterogeneity across all sociodemographic groups needs to be accounted for in public policy efforts to increase LS among young people.

Latin American education failings weigh on progress

2020 ◽  
Keyword(s):  
Latin American ◽  
International Student ◽  
Student Assessment ◽  
Well Being ◽  
Economic Life ◽  
American Education ◽  
Education Systems ◽  
Content Type ◽  
National Education ◽  
International Student Assessment

Subject Latin American education. Significance The OECD published the results of its Programme for International Student Assessment (PISA) 2018 on December 3. The study assesses to what extent 15-year-old pupils have acquired the necessary knowledge and skills to participate in social and economic life. Covering 79 national education systems, the assessment measures students’ performance in three subjects: reading, maths and science. The 2018 report also included computer familiarity and well-being questionnaires. Students in the ten Latin American countries that participated in the study performed below average and were significantly behind the top performers. Impacts Education systems in Latin America are failing to provide the right skills for the workforce in the current labour market. Poor security conditions in some areas will adversely affect access to education, with crime preventing pupils from attending school. Without long-term strategies stretching beyond governmental terms, the region will struggle to boost enrolment and completion rates.

scholarly journals Predicting Student Well-Being: Network Analysis Based on PISA 2018

2020 ◽  
Vol 17 (11) ◽  
pp. 4014
Author(s):  
Elena Govorova ◽  
Isabel Benítez ◽  
José Muñiz
Keyword(s):  
Network Analysis ◽  
Sense Of Belonging ◽  
International Student ◽  
School Effectiveness ◽  
Student Assessment ◽  
Well Being ◽  
School Factors ◽  
Academic Context ◽  
International Student Assessment ◽  
International Assessment

The latest trends in research extend the focus of school effectiveness beyond students’ acquisition of knowledge and skills, looking at aspects such as well-being in the academic context. Although the concept of well-being itself has been defined and measured in various ways, neither its dimensions nor the relationships between the components have been clearly described. The aim of the present study was to analyse how the elements of well-being interact and determine how they are influenced by school factors. To do that, we conducted a network analysis based on data from the Programme for International Student Assessment (PISA) 2018 international assessment. Our results demonstrated that cognitive, psychological, and social well-being variables form a solid welfare construct in the educational context, where students’ resilience and fear of failure, along with their sense of belonging, play central roles. Although the influence of school factors on student well-being is generally low, teaching enthusiasm and support promote positive school climates which are, in turn, crucial in reducing bullying.

scholarly journals Testing and Explaining Differences in Common and Residual Factors Across Many Countries

2016 ◽  
Vol 48 (1) ◽  
pp. 75-92 ◽  
Author(s):  
Suzanne Jak
Keyword(s):  
Factor Analysis ◽  
Measurement Invariance ◽  
International Student ◽  
Factor Model ◽  
Student Assessment ◽  
Measurement Instrument ◽  
Well Being ◽  
Residual Variance ◽  
International Student Assessment ◽  
Country Level

To make valid comparisons across countries, a measurement instrument needs to be measurement invariant across countries. The present article provides a nontechnical exposition of a recently proposed multilevel factor analysis approach to test measurement invariance across countries. It is explained that strong factorial invariance across countries implies equal factor loadings across levels and zero residual variance at the country level in a two-level factor model. Using two-level factor analysis, the decomposition of the variance at each level can be investigated, measurement invariance can be tested, and country-level variables can be added to explain differences in the common or residual factors. The approach is illustrated using two examples. The first example features data about well-being from the European Social Survey and the second example uses data about mathematical ability from the Programme for International Student Assessment (PISA) study. The input-files and annotated output-files for both examples are provided in the supplementary files.

scholarly journals Vladavina svetovnega razvrščanja v izobraževanju: politika in praksa raziskave PISA

Šolsko polje ◽  
2020 ◽  
Vol XXXI (1-2) ◽  
pp. 131-138
Author(s):  
Paul Stubbs
Keyword(s):  
Educational Policy ◽  
Student Development ◽  
Political Ideology ◽  
International Student ◽  
Student Assessment ◽  
Well Being ◽  
Policy And Practice ◽  
International Student Assessment ◽  
Neoliberal Ideology ◽  
Negative Impacts

The governmental work of global rankings in education: PISA politics, policy and practice This article offers a critique of the OECD’s triannual PISA international student assessment programme understood as a globalized space of governmentality, power and influence. The article addresses how PISA has managed to become such a taken-for-granted benchmark of national educational performance in the face of a vast critical literature. PISA results rest on shaky foundations, making inferred causal links that are, at best, unproven, based on deeply worrying, deterministic, and reductionist ideological assumptions and on a steadfast refusal to address localized contexts that might question the production of decontextualized indicators that purport to be universal in scope. The focus is on three different interrelated levels: the economic and political ideology that underpins PISA; the use and misuse of PISA in educational policy and the potentially negative impacts of PISA at the coal face, in terms of student development, teacher well-being and the prospects for critical, progressive pedagogy. Insofar as PISA focuses on headline results rather than on the mass of valuable data it generates, it lacks the adaptive qualities needed for good evaluation systems. Keywords: PISA study, educational policy, political ideology, neoliberal ideology

scholarly journals A Global Decline in Adolescents’ Subjective Well-Being: a Comparative Study Exploring Patterns of Change in the Life Satisfaction of 15-Year-Old Students in 46 Countries

2020 ◽  
Author(s):  
Jose Marquez ◽  
Emily Long
Keyword(s):  
Life Satisfaction ◽  
Young People ◽  
International Student ◽  
Mental Health Problems ◽  
Immigrant Students ◽  
Student Assessment ◽  
Well Being ◽  
Subjective Well Being ◽  
Linear Regression Models ◽  
International Student Assessment

AbstractThere is a growing body of research that demonstrates declines in subjective well-being and increases in mental health problems among children and young people in recent decades. However, there is little comparative research examining changes in adolescents’ life satisfaction (LS) across a large number of countries, and critically, how this differs across sociodemographic groups. This study addresses this question by investigating changes in the LS of 15-year-old students between 2015 and 2018, with particular attention given to differences by gender, socio-economic status, immigrant background and urbanity. Data for this study come from the Programme for International Student Assessment (PISA). Due to the skewed nature of LS scale variables, the current study includes both mean levels of LS in a 0 to 10 scale, and the proportion of students reporting low LS (5 points or less). Linear regression models were used. Results demonstrate a global decline in mean levels of LS in 39 out of the 46 countries. In most countries, mean LS declined more among girls than among boys. Mean LS declined more, and the proportion of students reporting low LS increased more, among non-immigrant students and those of higher SES in the majority of countries. Findings regarding rural or urban communities were mixed. We advise that heterogeneity across all sociodemographic groups needs to be accounted for in public policy efforts to increase LS among young people.

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