The danger of inadequate conceptualisation in PISA for education policy

Gaber, Slavko; Cankar, Gregor; Umek, Ljubica Marjanovič; Tašner, Veronika

doi:10.1080/03057925.2012.658275

Cited by 11 publications

(7 citation statements)

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“…The highest performing countries for numeracy were Netherlands, Finland and Japan, and for literacy, Finland, Japan and South Korea. Despite frequent criticisms of the methods and procedures employed in large-scale assessments of this kind (Goldstein, 2004;Prais, 2003Prais, , 2007Roth et al, 2006;Gaber et al, 2012), and the problems of reducing complex datasets to simplistic aggregated rankings (Wrigley, 2004) the OECD findings confirmed the long-standing superiority of Finland and South East Asian countries across multiple international comparative studies of literacy and numeracy.…”

Section: Introductionsupporting

confidence: 52%

Lessons from abroad: whatever happened to pedagogy?

Elliott

2014

Comparative Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. ineffective, yet notes that while U.K. policymakers have largely moved away from pedagogic concerns to issues of teacher quality and expectation, learner-centred approaches continue to be proferred as a solution to the educational problems of many traditional societies.. Finally, the paper concludes by emphasising student academic motivation and engagement, rather than specific pedagogic practices, as key to the differential performance of industrialised countries in international comparisons,

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Section: Introductionsupporting

confidence: 52%

Lessons from abroad: whatever happened to pedagogy?

Elliott

2014

Comparative Education

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“…When educational policies are developed based on empirical data from assessment studies, this is usually referred to as evidence-based policy-making (Gaber et al 2012). For instance, Hsieh et al (2014) discuss how Taiwan used The Teacher Education and Development Study in Mathematics (TEDS-M) results to inform and adjust mathematics teacher education.…”

Section: Policy Issuesmentioning

confidence: 99%

“…A key issue discussed in the research literature concerns the use of assessment data for policy development (Lin et al this issue;Nortvedt 2018) and whether existing assessment practices provide the information that stakeholders need to make informed decisions (Gaber et al 2012). This issue points to the potential consequences linked to the use of assessment data to inform decisions, since (1) more than one stakeholder is often involved and (2) the potential for misinterpretation always exists.…”

Section: Policy Issuesmentioning

confidence: 99%

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Nortvedt

Buchholtz

2018

ZDM Mathematics Education

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In educational contexts, assessments may be designed to target students, preservice teachers, or teachers, either as individuals or as representatives of a group, and for a multitude of purposes. One key aim of assessment in mathematics education is to provide evidence that can be used to make decisions about or improve mathematics education, which then raises questions about which aspects of mathematical competence should be assessed-as well as how and for what purpose. This review paper addresses three related themes: (1) issues related to the assessment process and to the development of assessments that can validly assess mathematical competence in all its complexity; (2) issues related to educational policy and policy-making based on assessment data, in particular the reciprocal relationship between assessment and policy; and (3) issues related to equity, such as gender issues or the achievement gap between majority and minority students. Awareness of the relation between assessment, teaching, and learning is shown throughout the paper. Strong relationships between the three focus areas are found, that impact assessment validity and call for further development of assessment practices in mathematics education.

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“…In determining the causes of failure, there is a need to study the differences in performance by gender, social origin, educational level of parents, etc. Another dimension of study should focus on areas where differences emerge and address the so-called external context, which includes the issue of poverty, the expectations of parents and peers, differences in the length of schooling, quality of education, and the effects resulting from education: income, economic and social inequality, and social mobility (Gaber & Marjanovič Umek, 2009;Gaber et al, 2012). It is not enough to ensure merely formally equal access to educational resources in the education system (which is at least questionable for the poor in Slovenia today, if we also consider -limiting ourselves to compulsory education -access to textbooks and workbooks, as well as to food, open-air school, the offer and implementation of compulsory elective courses, etc.).…”

Section: Systemic Solutions Of Nine-year Compulsory Educationmentioning

confidence: 99%

“…On this basis, countries are supposed to develop practical educational solutions that will facilitate the formation of citizens with developed abilities of "adaptation, ingenuity, respect and cooperation with others as well as personal and community responsibility" (OECD, 2017b, p. 1). Some Slovenian experts (Gaber et al, 2012) have pointed out the dangers of inappropriate conceptualisations in PISA research for education policies in national contexts, but they have been largely ignored. In documents (e.g., A Budget for Europe, 2011;Efficiency and equity, 2006;Europe, 2010Europe, , 2020OECD, 2016OECD, , 2019 we therefore find almost no messages aimed at the process quality of the education system, or requirements that would establish the education of an autonomous, critical and responsible person with a quality general education at the forefront; we instead find an intention that Furedi (2016) calls soft engineering of the labour force.…”

Section: Compulsory Education and Its Curricular Solutionsmentioning

confidence: 99%

Compulsory Education Reform between the Profession and Policy in the Light of Justice and Equal Opportunities

Šebart

Štefanc

Vidmar

2021

CEPSj

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Following the adoption of the conceptual design proposed by the White Paper in 1995 and the legislation adopted on this basis, the reform of primary school transformed its overall image. In the present paper, we discuss only some of the solutions and consider the events and changes that have occurred in the last twenty years, devoting special attention to the systemic, programme and process levels. At the systemic level, where the starting point was primarily to ensure justice and equal opportunities, we have managed to maintain an adequate public network and programme structure, despite various attempts to implement the solutions indicated in the White Paper of 2011, and notwithstanding interventions in the system that were not in fact always well thought out. Nonetheless, more attention should have been paid to reducing inequalities related to sociocultural circumstances and different regions in Slovenia. On the programme level, a consensus needs to be reached on what quality general education means to us; this would alleviate conflicting demands placed on teachers, students and planners of programme solutions. On the process level, however, we find that there is a lack of adequate professional support and systematic evaluation studies, as the quality of school cannot be judged solely on the basis of results from international research. In order to take a step forward on the process level, there is need for quality school-linked school policy that is based on various professions and aimed at raising quality rather than at self-promotion and budget cutting in the field of education.

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The danger of inadequate conceptualisation in PISA for education policy

Cited by 11 publications

References 11 publications

Lessons from abroad: whatever happened to pedagogy?

Lessons from abroad: whatever happened to pedagogy?

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Compulsory Education Reform between the Profession and Policy in the Light of Justice and Equal Opportunities

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