scholarly journals La escuela rural latinoamericana en PISA: el olvido reciente

2018 ◽  
Vol 8 (8) ◽  
pp. 61-100
Author(s):  
Rogeli Santamaría Luna
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
America Latina

El Programa para la Evaluación Internacional de Alumnos de la Organización para la Cooperación y el Desarrollo Económico (Programme for International Student Assessment) puede mejorar el conocimiento sobre la educación rural, mostrar sus debilidades y fortalezas, dar una imagen estereotipada y errónea de la escuela rural o invisibilizar sus realidades. En este artículo se evidencia la ruralidad en PISA en las distintas rondas, más visible siempre en América Latina que en España y Portugal. En la ronda 2012 la brecha urbano-rural oscila entre 28 y 89 puntos y apenas se atiende el tema rural, que casi es obviado en los cuatro volúmenes de resultados que se publicaron de la ronda 2015. Analizar los resultados en América Latina permite aprender de países próximos, animar a las instituciones a atender este factor y a los investigadores a profundizar en su conocimiento para argumentar en favor de la educación rural y la equidad.

scholarly journals La escuela rural latinoamericana en PISA: el olvido reciente

2018 ◽  
Vol 8 (8) ◽  
pp. 61-100
Author(s):  
Rogeli Santamaría Luna
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
America Latina

El Programa para la Evaluación Internacional de Alumnos de la Organización para la Cooperación y el Desarrollo Económico (Programme for International Student Assessment) puede mejorar el conocimiento sobre la educación rural, mostrar sus debilidades y fortalezas, dar una imagen estereotipada y errónea de la escuela rural o invisibilizar sus realidades. En este artículo se evidencia la ruralidad en PISA en las distintas rondas, más visible siempre en América Latina que en España y Portugal. En la ronda 2012 la brecha urbano-rural oscila entre 28 y 89 puntos y apenas se atiende el tema rural, que casi es obviado en los cuatro volúmenes de resultados que se publicaron de la ronda 2015. Analizar los resultados en América Latina permite aprender de países próximos, animar a las instituciones a atender este factor y a los investigadores a profundizar en su conocimiento para argumentar en favor de la educación rural y la equidad.

scholarly journals Educação Básica na América Latina: uma análise dos últimos dez anos a partir dos dados do programa internacional de avaliação de estudantes (PISA)

2017 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Bruno Francisco Batista Dias ◽  
Sandra Regina Holanda Mariano ◽  
Robson Moreira Cunha
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
America Latina ◽  
Capital Humano

A Diretoria de Educação da OCDE formulou, em 1997, o   Programa Internacional de Avaliação de Alunos (Programme for International Student Assessment – PISA), com o objetivo de contribuir para a elevação do capital humano dos países, definido pelas “habilidades de conhecimento, competências e atributos incorporados em indivíduos que facilitem a criação de bem-estar pessoal, social e econômico". Os resultados dos páises da America Latina nesse exame apresenta resultados proximos a de países de extrema pobreza, como os do Norte da Áfrical, sendo baixo nível de desempenho dos estudantes dessa região fatores determinantes para crescimentos econômicos inferiores aos demais países do mundo nas últimas quatro décadas. Diante dessa problematica, este estudo se propõe a conhecer a realidade da educação pública básica dos sete países da américa latina que participam do PISA na última década, compara-la com os resultados obtidos no exame, e identificar possíveis fatores que se relacionam, tanto com o baixo, quanto ao alto desempenho observados em algumas dessas regiões. Sendo o foco deste artigo  prover informações que permita comparar a realidade da educação dessas nações.

scholarly journals La segregación por nivel socioeconómico como dimensión de la exclusión educativa: 15 años de evolución en América Latina

2019 ◽  
Vol 27 ◽  
pp. 8 ◽  
Author(s):  
Natalia Krüger
Keyword(s):  
Latin American ◽  
International Student ◽  
Student Assessment ◽  
Educational Systems ◽  
International Student Assessment ◽  
Socioeconomic Segregation ◽  
Potential Impact ◽  
America Latina ◽  
Educational Inclusion ◽  
Latin American Countries

The massification of Latin American educational systems leads to a reconsideration of the concept of educational inclusion/exclusion since, partly, social disadvantages have been transferred inside the school, configuring situations of unequal inclusion. Considering three main dimensions of educational inclusion – access, learning and integration/segregation – this paper focuses on the latter, since it has been the least studied in the region. The aim is to empirically analyze the current situation, the dynamics and the evolution of socioeconomic segregation in the secondary school system during the last decades. To this end, information from the 2000-2015 rounds of the Programme for International Student Assessment (PISA) corresponding to nine Latin American countries is used. Various synthetic indices are estimated to quantify and characterize the problem, comparing the region with others, as well as the Latin American countries with each other. The results suggest that the region presents the lowest levels of social integration at school, in spite of a certain reduction of the segregation levels during the last years. Given the intensity of the problem and its potential impact on inequality of opportunities, the ultimate goal of this study is to contribute to the visualization of the issue and to provide information for the design of policies.

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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