Assessment design and quality of inferences in PISA: limitations and recommendations for improvement

Caro, Daniel; Kyriakidēs, Leōnidas

doi:10.1080/0969594x.2019.1645990

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…For more than two decades, PISA has fueled debates on educational issues, such as assessment, around the world (Caro and Kyriakides, 2019). Social science researchers have long been encouraged to think beyond fixed and nation-state bound categories.…”

Section: Discussionmentioning

confidence: 99%

‘Now we have gym, now we have to perform’: Norwegian students’ perceptions of assessment and grading in physical education

Røset

Green

Sigurjónsson

et al. 2023

European Educational Research Journal

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Assessment has become a routine feature of school life, internationally. Little is known, however, about the consequences for young people of assessment and grading in physical education (PE) – a subject often associated with physical recreation. This paper explores young Norwegian’s perceptions of assessment and grading in PE from a sociological perspective. In doing so, it contemplates the penetration of neo-liberal discourses as part of wider processes of globalization and Europeanization in school PE in Norway. The study utilizes data generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight purposively sampled secondary schools in Norway. Norwegian PE teachers continue to use tests in order to set grades in PE. The upshot is that students’ enjoyment of and engagement in PE, as well as their self-identities and self-esteem, can be compromised by apprehension towards assessment and grading. These processes seem likely to undermine or even erode the potential sociopsychological benefits of PE for some young people by reinforcing the impression that the subject is fast becoming just one more outcome-oriented subject on an academic treadmill. In this regard, the ascendancy of neo-liberalism – associated with the twin challenges of globalization and European integration – appears to merely reinforce the hegemony of competitive individualism within PE in Norway, as elsewhere.

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Section: Discussionmentioning

confidence: 99%

‘Now we have gym, now we have to perform’: Norwegian students’ perceptions of assessment and grading in physical education

Røset

Green

Sigurjónsson

et al. 2023

European Educational Research Journal

View full text Add to dashboard Cite

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“…The previous special issue in Assessment in Education, with guest editors Caro and Kyriakides (2019) demonstrated both PISA's limitations and possibilities. In this regular issue, Professor Harvey Goldstein, one of our Executive Editors, has published a critical commentary: PISA and the globalisation of education: A critical commentary on papers published in AIE special issue 4/2019 (Goldstein, this issue).…”

Section: Editorialmentioning

confidence: 99%

The use and abuse of assessment

Hopfenbeck

2019

Assessment in Education: Principles, Policy & Practice

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“…A recurring issue in the educational community is school failure (de Castro & Pereira, 2019;Fernández-Mellizo & Martínez-García, 2017). The debate about the factors that likely underlie it is refueled every time PISA reports are published (Caro & Kyriakides, 2019;Davis, 2019). However, the paradigm of the intellectual capacity of subjects being solely responsible for school achievement is overcome (Sternberg et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional

Quílez-Robres

Moyano

Pascual

2021

Int. j. psychol. res.

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Objetivo: Superado el paradigma de la inteligencia como predictor único del rendimiento académico, se estudia la influencia de otras variables como el razonamiento, fluidez verbal, funciones ejecutivas, motivación y autoestima. Método: Para ello, se sirvió de un diseño de investigación de carácter exploratorio e incidental en una muestra de 132 sujetos de 6 a 9 años. Se administraron diferentes instrumentos, como las pruebas RAVEN, Lectura Eficaz, Brief II, MAPE II y Escala Coopersmith respectivamente. Resultados: Los resultados señalan que el modelo predictivo formado por razonamiento, fluidez verbal, funciones ejecutivas y autoestima explica un 55.4% de los resultados académicos. Como variables mediadoras emergen la autoestima, sobre variables tanto de carácter cognitivo como motivacional, y las funciones ejecutivas sobre variables emocionales y motivacionales. Discusión: Esto supone implicaciones teóricas y prácticas de carácter educativo con implicaciones prácticas en las aulas de primaria para la implementación de planes de desarrollo de la autoestima y las funciones ejecutivas.

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Assessment design and quality of inferences in PISA: limitations and recommendations for improvement

Cited by 6 publications

References 12 publications

‘Now we have gym, now we have to perform’: Norwegian students’ perceptions of assessment and grading in physical education

‘Now we have gym, now we have to perform’: Norwegian students’ perceptions of assessment and grading in physical education

The use and abuse of assessment

Funciones ejecutivas y autoestima en el desempeño académico: un análisis mediacional

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