PISA y TALIS ¿congruencia o discrepancia?

Abstract

International educational evaluations on a grand scale provide information of interest to the educational, scientific and political community. Many studies have derived from them, both nationally and internationally. On the other hand, it is well known from the beginning of these macro-assessments the diversity of opinions they have generated. In this context, the aim of the study presented here is to analyse the relationships between the results from PISA 2012 and those relating to teaching practice of secondary TALIS 2013, trying to find out the consistencies and discrepancies between the results of both. Data from TALIS-PISA link have been used. The descriptive analysis carried out taking the overall scores on both evaluations show obvious discrepancies, as countries occupying the top positions in the results of students in PISA are located in the last places in teaching practice of teachers. The analysis also show the lack of the expected coherence. These results lead to reflect on the possible underlying causes and so it is proposed the need for a coordinated design of both evaluation processes Keywords:TALIS, PISA, OECD, educational assessment, international evaluations, academic achievement, teaching practice, teaching staff, research, compulsory secondary education ResumenLas evaluaciones educativas internacionales a gran escala ofrecen información de interés para la comunidad educativa, científica y política. Son muchos los estudios derivados de ellas, tanto a nivel nacional como internacional. Por otra parte, es bien conocida, desde el origen de estas macroevaluaciones, la diversidad de valoraciones que han generado. En este contexto, el objetivo del trabajo que aquí se presenta es estudiar las relaciones entre los resultados de PISA 2012 y los relativos a práctica docente de secundaria de TALIS 2013, tratando de analizar las congruencias o discrepancias entre los resultados de ambas. Se tomaron los datos del estudio TALIS-PISA link. Los análisis realizados, de tipo descriptivo, tomando las puntuaciones globales en ambas evaluaciones muestran discrepancias evidentes, ya que países que ocupan primeras posiciones en los resultados de los estudiantes en PISA se ubican en últimos lugares en práctica docente del profesorado., donde se supone que las relaciones se debieran producir con mayor intensidad al existir una relación más directa entre los alumnos y los profesores evaluados. Los análisis realizados muestran igualmente la falta de coherencia esperada. Estos resultados, llevan a reflexionar sobre las posibles causas que subyacen y se propone la necesidad de un diseño coordinado de ambos procesos evaluativos.

Research discourse in the programme for international student assessment: A critical perspective

“…Nonetheless, PISA warns that, while some ‘patterns of statistical association between achievement, on the one hand, and family, school, and other educational influences, on the other’ are identified as ‘strong’, ‘there is also a basis for further investigation by countries to confirm whether such a phenomenon exists when more direct research is applied’ (OECD, 2009: 150, emphasis added). However, the question arises as to whether, once these limitations have been raised, there is not then a slippage in which ‘PISA findings obtained and exposed even in the proper reports are badly interpreted as causal inferences ad nauseam ’ (Fernandez-Cano, 2016: 4).…”

“…Thus, several articles synthesise the major scientific issues raised by PISA (e.g. Fernandez-Cano, 2016; Rochex, 2006b; Sjøberg, 2015; Zhao, 2020). The last author even denounces the ‘illusion of science’ (Zhao, 2020: 253) created by PISA through, among other things, using ‘data representation methods to make its reporting attractive and look scientific, with excellent visuals and all sorts of numbers’.…”

Influencia supranacional de la UNESCO en la educación superior Latinoamericana

“…En lo relativo a la OCDE, la PES incluye la estandarización de la información sobre los procesos educativos a nivel mundial, mediante diferentes instrumentos de evaluación tales como el Programa PISA (Programme for International Student Assessement), o la Prueba TALIS (Teaching and Learning International Survey), para orientar los esfuerzos en la configuración del modelo de formación por competencias laborales, como eje del modelo educativo a nivel mundial (Fernández-Díaz, Rodríguez-Mantilla y Martínez-Zarzuelo, 2016;Ministerio de Educación y Formación Profesional, 2019;OCDE, 2018;Represas, 2015b).…”

Pedagogical change and innovation culture in secondary education: a Delphi study

“…The most important variables influencing teacher satisfaction in secondary education in Spain are participation and collaboration in the school, as well as the school's support for new initiatives that foster an innovative environment (Echeverria-Molina and Sanchez-Cabrero, 2021). However, in Spain, there is no tradition related to the development of collaborative teacher practices such as assessing peers through direct observation, carrying out cooperative activities with other classes of different ages or collaborating to teach as a team (Fernandez Díaz et al, 2015). Forty per cent of teachers never teach collaboratively with others in a classroom, nor do they observe others as they develop their teaching practices (OECD, 2019).…”