Choices and trade‐offs: reply to McGaw

Wagemaker, Hans

doi:10.1080/09695940802417491

Cited by 17 publications

(13 citation statements)

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“…Global drivers for curriculum and assessment reform in Australia are apparent in which the data has been interpreted and used have been debated and critiqued by researchers such as Goldstein & Thomas, (2008) ;Hopmann, (2008);Wiliam, (2008) ;Nardi, (2008) ;Egelund, (2008) and Wagemaker, (2008). In Australia the use of international comparative data, such as TIMSS data, identified significant State and Territory differences.…”

Section: Drivers For Educational Change In Australiamentioning

confidence: 99%

Raising the stakes: the challenges for teacher assessment

Klenowski

2012

Aust. Educ. Res.

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Section: Drivers For Educational Change In Australiamentioning

confidence: 99%

Raising the stakes: the challenges for teacher assessment

Klenowski

2012

Aust. Educ. Res.

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“…La educación se transforma en un bien o mercancía que está, ahora más que nunca, vinculada al sistema económico. Y los estudios PISA tienen la misión de ayudar a los países a comprender cómo su sistema escolar cumple con estas exigencias en un contexto de concurrencia internacional (Wagemaker, 2008). Y lo hace definiendo las competencias que cuentan, desechando otras como, por ejemplo, las relacionadas con los valores cívicos cuya importancia para la cohesión social y para el individuo 14 .…”

Section: El Puente Invisible: La Prescripción Curricularunclassified

Deconstruyendo los puentes de PISA : del análisis de resultados a la prescripción política

Pedró¹

2012

REEC

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RESUMENLos estudios PISA tienen un impacto destacable en la configuración de políticas educativas, aún a pesar de algunas limitaciones tanto en térmi-nos de opciones metodológicas como de su modelo explicativo. Cada vez más los estudios PISA demuestran cierta ambición prescriptiva a la que se da salida ya sea influyendo sobre las definiciones curriculares o bien por medio de la abierta definición de las políticas que, supuestamente a partir de las evidencias halladas en PISA, pueden contribuir a mejorar los aprendizajes de los estudiantes de forma significativa. Ambos mecanismos son analizados, al mismo tiempo que se sugiere una agenda de investigación precisamente destinada a conseguir que los estudios PISA puedan apoyar mejor los procesos de configuración de políticas educativas basados en evidencias.

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“…Both Wagemaker (2008) and McGaw (2006) agree that PISA and TIMSS differ in what they measure, but Hutchinson and Schagen (2007) question the degree to which the PISA tests actually diverge from curriculum content, at least in OECD countries. Comparing the actual content of the 'curriculum free' test questions on PISA 2003 with that of the 'curriculum-based' test questions on TIMSS of the same year, Hutchinson and Schagen (2007) found that both tests included questions that measured competencies in mathematics (using concepts, reasoning) and both tests included questions that covered the curriculum (knowing facts and solving routine problems).…”

Section: What Do the Thermometers Measure?mentioning

confidence: 99%

“…Most ILSAs measure both curriculum content and cognitive skills, although this observation has frequently been debated (McGaw, 2006;Neidorf et al, 2006;Hutchinson & Schagen, 2007;Wagemaker, 2008). The process of test development for an ILSA typically begins with a review of both the curricula and existing examinations of various countries.…”

Section: What Do the Thermometers Measure?mentioning

confidence: 99%

International Large-Scale Assessments: Thermometers, Whips or Useful Policy Tools?

Lockheed

Wagemaker

2013

Research in Comparative and International Education

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Over the past three decades, the number of developing countries participating in International Large-Scale Assessments (ILSAs) has increased dramatically, while developing countries' usage of data from ILSAs for informing educational policy has not been fully realised. In this paper the authors argue that for ILSAs to be useful policy tools, alignment must occur between ILSAs' measurement quality mission and their capacity development mission. They review the use of ILSAs as both 'whips' and 'thermometers' and discuss issues in measurement related to the range of skills assessed, their capacity to measure change over time, and the inclusion of other indicators to measure home, classroom and school factors related to student achievement. They then discuss how ILSAs have built assessment capacity in developing countries and what further changes would be needed to improve their utility for policymakers.

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Choices and trade‐offs: reply to McGaw

Cited by 17 publications

References 1 publication

Raising the stakes: the challenges for teacher assessment

Raising the stakes: the challenges for teacher assessment

Deconstruyendo los puentes de PISA : del análisis de resultados a la prescripción política

International Large-Scale Assessments: Thermometers, Whips or Useful Policy Tools?

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