PISA as a Political Tool in Spain: Assessment Instrument, Academic Discourse and Political Reform

Gil, Leoncio Vega; Beltrán, Juan Carlos Hernández; Redondo, Eva García

doi:10.1080/10564934.2016.1185685

Cited by 6 publications

(9 citation statements)

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“…The general public, as well as the politicians of given countries, react to the test results. They are used to respond to current changes in educational policy (Gorur, 2016;Vega Gil et al, 2016). However, the indicator they are guided by is often only the ranking of the state's pupils (Kreiner and Christensen, 2014;Štech, 2018).…”

Section: Introductionmentioning

confidence: 99%

“Do you just have to know that?” Novice and experts’ procedure when solving science problem tasks

Tóthová

Rusek

2022

Front. Educ.

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Only teachers who possess problem-solving skills can develop them in their students. These skills therefore need to be accentuated during teachers’ pre-service training. In this study, attention was given to pre-service chemistry teachers’ (students) problem-solving skills measured with the use of two sets of problem tasks–chemistry and general science tasks. Based on a pre-test consisting of both types of tasks, one successful, one partially successful and one unsuccessful solver was selected from a group of first-year bachelor chemistry teacher students. To compare, the tasks were also given to three experts (post-docs in the field of chemistry education). All the participants solved two tasks on a computer with their eye movements recorded. After the procedure, retrospective think-aloud and interviews were conducted to provide data about the problem-solving process. The results showed several trends. (1) Students–novices considered the chemistry task more difficult than the science task, which correlated with their task results. (2) Experts considered the science task more complex, therefore more difficult, however scored better than the students. (3) Even the successful student only solved the chemistry task using memorized facts without the support provided. (4) Experts’ direct focus on relevant parts was confirmed, whereas unsuccessful (novice) students distributed their focus toward other task parts too. (5) When students faced a problem during task solving, they used limiting strategies. This behavior was not identified in the expert group. The results thus showed a need to support students’ problem-solving strategies in several areas, especially careful reading, and identifying the main problem and supporting information. Moreover, the results showed a need to present chemistry tasks to students with more variability and explain their reasoning rather than testing field-specific, separated, memorized information.

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Section: Introductionmentioning

confidence: 99%

“Do you just have to know that?” Novice and experts’ procedure when solving science problem tasks

Tóthová

Rusek

2022

Front. Educ.

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“…En consecuencia, resulta pertinente que cada país realice sus propios estudios sobre el tema. No obstante, existen relativamente pocos estudios empíricos sobre las variables asociadas al logro en PISA (Vega, Hernández & García, 2016), y menos aún en México, donde el contexto y sistema educativo resultan muy diferente a los de los otros países de la OCDE (Martínez-Rizo, 2005). Por tanto, se considera relevante proponer un estudio analítico sobre los factores asociados a las puntuaciones que obtienen los estudiantes mexicanos en PISA, realizado a partir de los datos aportados por los cuestionarios de contexto que se aplican en esta prueba.…”

Section: Estudio Multinivel Sobre Las Variables Explicativas De Los Runclassified

Estudio multinivel sobre las variables explicativas de los resultados de México en PISA 2015

López

Gamazo

2020

EPAA

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This study aims to analyze which student- and school-level context factors have a significant relationship with student achievement in the three competences assessed by PISA 2015 (Reading, Mathematics and Science) in Mexico. Through the use of multilevel modelling, we analyzed data from over 6 700 students from 189 schools, concluding that the factors with a higher impact on achievement are the average socioeconomic level of the school, having repeated a grade, and the grade the student is in at the time of the assessment. Likewise, through a logistic regression, the process variables related to school effectiveness were assessed, finding that only the following school-level ones had a significant impact: Teacher participation, Teacher support in science class, Teacher-directed science instruction.

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“…'The globalisation of education' has resulted in increased global inequalities (Zajda, 2015;Connell, 2013), notwithstanding, the confusions and challenges of implementing global educational reforms (O'Leary & Wood, 2016). Since the advent of the PISA media 'phenomenon' educators and scholars have begun to see beyond the 'hype', for instance, Biesta (2015) indicates the deeper theoretical and practical consequences from an overt focus on 'numbers ', 'measurements' and 'comparisons' in education. PISA as a discursive construct has been problematised in relation to the ways PISA has had an adverse effect on teaching and learning (Serder & Ideland, 2016), in the ways PISA has shaped hegemonic discourses in terms of what is 'thinkable' and 'doable' in education (Bonal & Tarabini, 2013), and, how PISA has discursively been utilised as a political tool in shaping educational policies and national educational discourses (Vega Gil et al, 2016). Pocock (2014) hints at the problems of generalisations and assumptions in education especially with regard to essentialising peoples and/or groups, as Gamboa and Waltenberg (2015) show, PISA relies on a number of generalisations and assumptions about education systems and peoples alike.…”

Section: Educational Practice and Theorymentioning

confidence: 99%

Speaking from the Stomach? Ventriloquised Ethnocentrisms about Finnish Education

Simpson¹,

Dervin²

2017

educat prac theory

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In recent years the words 'Finnish education' are accompanied by utterances of 'an education miracle', 'the best education system', 'a success' and a number of other adjectives and superlatives to 'describe' education in Finland. While Finland's PISA ranking has declined media interest and discourses on 'Finnish education' have not relented. Seemingly, Finland's educational system is as popular as it has ever been. Finland's education system is viewed with 'international admiration' yet behind these discourses are a number of discursive contradictions. Using the discursive concept of ventriloquism (Tannen, 2010;Cooren, 2014) we show how 'Finnish education' has become ventriloquised -when 'Finnish education' is uttered a number of automatically generated responses are uttered by speakers. In this sense, discourses on 'the success of the Finnish education system' act as prevailing meta-discourses. We argue that, behind these constructs, can too easily lie ventriloquised discourses reinforcing and (re)producing Finnish ethnocentrisms, intercultural ignorance and a lack of regard for the other. Through analysing the discourses of specific educators and academics on 'Finnish education' we show that behind the 'hype' and meta-discourses on the Finnish education system lie possible sentiments of (hidden) ethnocentrisms, (hidden) xenophobia, and (hidden) racism.

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PISA as a Political Tool in Spain: Assessment Instrument, Academic Discourse and Political Reform

Cited by 6 publications

References 10 publications

“Do you just have to know that?” Novice and experts’ procedure when solving science problem tasks

“Do you just have to know that?” Novice and experts’ procedure when solving science problem tasks

Estudio multinivel sobre las variables explicativas de los resultados de México en PISA 2015

Speaking from the Stomach? Ventriloquised Ethnocentrisms about Finnish Education

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