Reflections in a Critical Eye: On the pitfalls of international assessment

Bonnet, Gérard

doi:10.1080/0969594022000027690a

Cited by 45 publications

(25 citation statements)

References 3 publications

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“…Bialystok, 2002;Vygotsky, 1978;Wertsch, 1985). Como artefactos culturales, las pruebas no son la excepción: la cultura permea todos los aspectos de la evaluación (Basterra, 2011;Bonnet, 2002;Dogan & Circi, 2010;Hamano, 2011;Solano-Flores, Contreras-Niño, & Backhoff, 2006;Wuttke, 2007). El contenido que los ítems de una prueba pretenden evaluar se basa en formulaciones explícitas sobre lo que los estudiantes de un grado escolar determinado deben saber-formulaciones hechas, por ejemplo, en el marco conceptual de la prueba PISA.…”

Section: Validez Culturalunclassified

Capacidad evaluativa, validez cultural, y validez consecuencial en PISA

Solano‐Flores

Milbourn

2016

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ResumenLas evaluaciones internacionales de estudiantes han desempeñado un papel cada vez más importante en la política educativa. Estas comparaciones internacionales basadas en pruebas generan información valiosa sobre el rendimiento del estudiantado de cada país participante y los factores sociales y contextuales asociados. Una imagen compleja de los factores culturales, económicos y sociales que dan forma a la participación de PISA empieza a emerger. Nuestro objetivo es entender la relación entre la capacidad evaluativa nacional y la forma en que los países participan en estas comparaciones internacionales. Proponemos un marco conceptual para examinar la capacidad evaluativa como clave para abordar dos aspectos de la validez: cultural y consecuencial. Asimismo, se discuten las múltiples facetas de la capacidad evaluativa como condiciones para abordar la validez cultural y validez consecuencial en comparaciones internacionales. Palabras clave:PISA; capacidad evaluativa; validez cultural; validez consecuencial AbstractInternational student assessments have played an increasing important role in educational policy. These international test comparisons generate valuable information about each participating country's student performance and the social and contextual factors. A complex picture of the cultural, economic, and social factors that shape PISA participation is emerging. We aim to understand the relationship between national assessment capacity and how countries participate in international test comparisons. We propose a framework for examining assessment capacity as key to addressing two aspects of validity -cultural and consequential. Also, we discuss the multiple facets of assessment capacity as conditions for addressing cultural validity and consequential validity in international test comparisons

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Section: Validez Culturalunclassified

Capacidad evaluativa, validez cultural, y validez consecuencial en PISA

Solano‐Flores

Milbourn

2016

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“…As cultural artifacts, tests are not an exception-culture permeates all aspects of assessment (Basterra, 2011;Bonnet, 2002;Dogan & Circi, 2010;Hamano, 2011;Solano-Flores, ContrerasNiño, & Backhoff, 2006;Wuttke, 2007). The content that items are intended to assess is based on explicit assumptions about what students should know at a given gradeassumptions formalized, for example, in PISA's assessment framework.…”

Section: Cultural Validitymentioning

confidence: 99%

Corrigiendo las diferencias de uso de escala entre países de América Latina, Portugal y España en PISA

Vijver

2016

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International student assessments have played an increasing important role in educational policy. These international test comparisons generate valuable information about each participating country's student performance and the social and contextual factors. A complex picture of the cultural, economic, and social factors that shape PISA participation is emerging. We aim to understand the relationship between national assessment capacity and how countries participate in international test comparisons. We propose a framework for examining assessment capacity as key to addressing two aspects of validity -cultural and consequential. Also, we discuss the multiple facets of assessment capacity as conditions for addressing cultural validity and consequential validity in international test comparisons Keywords:PISA; assessment capacity; cultural validity; consequential validity ResumenLas evaluaciones internacionales de estudiantes han desempeñado un papel cada vez más importante en la política educativa. Estas comparaciones internacionales basadas en pruebas generan información valiosa sobre el rendimiento del estudiantado de cada país participante y los factores sociales y contextuales asociados. Una imagen compleja de los factores culturales, económicos y sociales que dan forma a la participación de PISA empieza a emerger. Nuestro objetivo es entender la relación entre la capacidad evaluativa nacional y la forma en que los países participan en estas comparaciones internacionales. Proponemos un marco conceptual para examinar la capacidad evaluativa como clave para abordar dos aspectos de la validez: cultural y consecuencial. Asimismo, se discuten las múltiples facetas de la capacidad evaluativa como condiciones para abordar la validez cultural y validez consecuencial en comparaciones internacionales.

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“…For example, Bonnet [30] argues that it would be more informative to reflect on students' errors than to simply construct macroindicators as country rankings. Reflecting on errors could help to qualify the analysis by identifying differences between countries that may point to necessary improvements in specific areas.…”

Section: Suggestions Of Alternative or Complementary Models For Analysesmentioning

confidence: 99%

“…However, in some cases and in some of the sets, Fensham argues that the differences could be useful for identifying topics or content to which science teaching is already contributing or where there is a need for improvement. Bonnet [30] uses similar arguments when suggesting qualifying the analysis by identifying constructive differences between countries that may point to necessary improvements in specific areas, rather than emphasizing global differences that are not particularly helpful to teachers. Mortimore [31] and Lundgren [32] suggest changing the PISA test organization toward a more nuanced interpretation of countries' strengths and weaknesses in developing 4 ISRN Education citizens' lifelong learning.…”

Section: Suggestions Of Alternative or Complementary Models For Analysesmentioning

confidence: 99%

Exploring Epistemological Trends in Students’ Understanding of Science from the Perspective of Large-Scale Studies

et al. 2013

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This paper highlights how results from large-scale studies can be used to understand students' knowledge of science. Several scholars express critique of today's PISA framework, especially with regard to the presentation of the results as national rankings, and suggest alternative and complementary methods. The present study has used PISA data to reveal hidden patterns in the results. The results show a general descending trend in items focusing on the nature of science and how new scientific knowledge is generated. On the other hand, there is an obvious upward trend regarding tasks that measure fact-based elementary or root knowledge. These trends are slightly differentiated at a national level, as the time and magnitude of the decline or increase may vary.

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Reflections in a Critical Eye: On the pitfalls of international assessment

Cited by 45 publications

References 3 publications

Capacidad evaluativa, validez cultural, y validez consecuencial en PISA

Capacidad evaluativa, validez cultural, y validez consecuencial en PISA

Corrigiendo las diferencias de uso de escala entre países de América Latina, Portugal y España en PISA

Exploring Epistemological Trends in Students’ Understanding of Science from the Perspective of Large-Scale Studies

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