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1.
This article explores the contribution of higher education to the development of numeracy and literacy competencies. To control for other post-schooling determinants of generic skills, the analysis is confined to adults aged 20–24 years who have completed or who are enrolled in tertiary studies. The quality of incoming students is controlled for by estimating the average PISA score attributable to this cohort using a truncated distribution approach. Average tertiary competencies are obtained for 31 countries from the OECD’s Programme for the Assessment of Adult Competencies (PIAAC). The empirical findings are that the PISA scores account for most (70 per cent) of the international variation in PIAAC scores. Government expenditure on higher education is found to exert a small positive effect on PIAAC scores, at least for numeracy. The level of national research activity, as measured by research publications, has a small negative effect on PIAAC scores  相似文献   

2.
Using PISA and PIAAC data from twelve OECD countries, we examine the gap in cognitive skills among immigrants and natives and evaluate how those differences have evolved over time. We also consider how demographics, family background and school quality explain the development of cognitive skills of young people with immigrant backgrounds. The results show, first, that some convergence in skills occurs between second-generation immigrants and natives over time. Second, demographics, family background and school quality variables all contribute to the achievement gaps across different groups.  相似文献   

3.
ABSTRACT

Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance.  相似文献   

4.
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5.
Active ageing has become a policy concept that serves as an important response to the ageing of many societies, primarily because it is thought to lead to positive outcomes such as increased employment, productivity, health and other well‐being into older ages. This article presents results of an analysis of the relationship between attaining qualifications at older ages and active ageing in later life. The analysis is based on data made available by the Programme for the International Assessment of Adult Competencies (PIAAC). Results of the analysis show that adults who attain higher levels of qualifications in mid to later life are associated with an increased probability of, being employed, participating in continued learning, and scoring higher on the PIAAC literacy scale when they are older. The findings suggest that open and flexible formal education structures at all levels is good for activating the population to be employed, to engage in continued learning and to develop and maintain literacy skills into older ages.  相似文献   

6.
This paper aims to discuss the emergence, form and likely effects of international surveys of adults’ skills by locating them in the global context of policies on education and Life Long Learning (LLL). It focuses on adults’ numeracy and discusses its conceptualisation and assessment in the Project for the International Assessment of Adult Competencies (PIAAC), which is the most recent survey. Drawing on critical theoretical resources about new forms of governance in education and transformations in the pedagogic discourse, the paper further substantiates existing critiques of global policy trends, namely that they are motivated by human capital approaches to education and LLL. In particular, we show that the apparently commonsensical appeal of evaluative instruments like PISA and PIAAC is based on a competency model of knowledge, which embodies a narrow notion of competence. Relatedly, the notional curricula promoted by such surveys potentially articulate a more radical idea of LLL, captured by Bernstein’s conception of trainability as the mode of socialisation into a Totally Pedagogised Society. The paper presents a dual approach to understanding international adult performance surveys in general—in that, besides deploying the theoretical resources already indicated, it also raises a number of methodological issues relevant to the valid interpretation of these studies’ results. Ultimately, it argues for the importance of mobilising resources from critical educational perspectives to support the development of potentially powerful knowledge like numeracy and to prevent its being reduced to a narrow competency.  相似文献   

7.
This article describes and discusses what happens when knowledge for policy generated within PISA is received by its target audience: what have the Portuguese policy actors been doing with PISA data and analysis when they consider, express and justify their choices? Drawing on previous and current studies, using interview materials and formal and informal policy documents, as well as texts published in the written press, the article analyses two main phenomena related to the reception of PISA and how this has evolved between 2001 and 2012 in Portugal: the consolidation of PISA's credibility as a source for policy processes and texts; the emergence of new actors and modes of intervention in the production of knowledge for national policy, drawing on PISA. Finally, it presents an analysis of the reception of PISA 2015 in the Portuguese media, focusing on the interventions by political actors in the Portuguese daily and weekly written press. Two main elements emerge from our content analysis as the main common elements of that reception: the consecration of PISA's credibility; and the practices of qualification and disqualification of educational policies and perspectives. The article concludes by emphasising the regulatory role of PISA in Portuguese policy processes and the relevant contribution played by the politics of reception in legitimising this role.  相似文献   

8.
Abstract

One major aim of international large-scale assessments (ILSAs) is to monitor changes in student performance over time. To accomplish this task, a set of common items is repeatedly administered in each assessment and linking methods are used to align the results from the different assessments on a common scale. The present article introduces a framework for discussing linking errors in ILSAs, in which different components of linking errors are distinguished (country-by-item interaction, assessment-by-item interaction and country-by-assessment-by-item interaction). Furthermore, the different components of linking errors are used to analytically derive standard errors for national trend estimates. In a simulation study, the proposed standard error formula outperforms the method that is used in PISA. In addition, the PISA 2006 and 2009 reading data are used to illustrate how the interpretation of national trend estimates can change when different procedures are applied to calculate standard errors.  相似文献   

9.
This study aims to investigate how test scores from PIAAC (Programme for the International Assessment of Adult Competencies) can be interpreted, by comparing the PIAAC competencies literacy and numeracy to reasoning and perceptual speed. Dimensionality analyses supported, that the PIAAC competencies can be separated into a common factor overlapping with reasoning and perceptual speed, and domain-specific factors. For the common and specific factors, relations to other variables were analyzed. The nested factor for PIAAC literacy was as expected unrelated to age, positively related to learning opportunities during one’s lifetime, and positively related to literacy skill use. The nested factor for PIAAC numeracy was also as expected unrelated to age, against expectation unrelated to learning opportunities during one’s lifetime, and as expected positively related to numeracy skill use. Results support the validity of the intended test score interpretation for PIAAC literacy, while results for PIAAC numeracy were less clear.  相似文献   

10.
ABSTRACT

The present article connects a secondary analysis of quantitative data from the Programme for the International Assessment of Adult Competencies (PIAAC) with the theoretical approach of ‘literacy practices’ and related research results from the so-called New Literacy Studies (NLS) tradition, which follows a cultural practices paradigm.

According to the literacy as social practice approach, the analysis of adults’ literacy and numeracy practices could provide relevant policy information about how to address target groups in adult literacy and basic education. Thus, a Latent Class Analysis was carried out with the German PIAAC dataset in order to differentiate the adult population by their uses of literacy, numeracy and ICT.

As a result of this procedure, three subgroups of adults can be distinguished by the frequency in which they use selected skill-related activities. Surprisingly, an adult’s individual literacy level does not clearly predict group membership. A further interesting result is that participants in one of the groups seem to compensate for the few chances they have to use their skills at work by using them more often in their everyday life. Both results contribute to the need to draw a more differentiated picture of adults with lower literacy skills.  相似文献   

11.
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education.  相似文献   

12.
Investigation of peer effects on achievement with sample survey data on schools may mean that only a random sample of the population of peers is observed for each individual. This generates measurement error in peer variables similar in form to the textbook case of errors-in-variables, resulting in the estimated peer group effects in an OLS regression model being biased towards zero. We investigate the problem using survey data for England from the Programme for International Student Assessment (PISA) linked to administrative microdata recording information for each PISA sample member's entire year cohort. We calculate a peer group measure based on these complete data and compare its use with a variable based on peers in just the PISA sample. We also use a Monte Carlo experiment to show how the extent of the attenuation bias rises as peer sample size falls. On average, the estimated peer effect is biased downwards by about one third when drawing a sample of peers of the size implied by the PISA survey design.  相似文献   

13.
The Programme for the International Assessment of Adult Competencies (PIAAC) has recently drawn additional attention to “mathematical literacy” as an important influential factor for individuals’ life chances. High levels of mathematical literacy have thereby been linked to using mathematics in daily and working life frequently. In this paper, based on the data from Germany, we focus on the construct “use of mathematics” in two ways: First, we analyze in depth how it can be utilized to describe different groups of adults. Second, we investigate its role as predictor of mathematical competence and mediator of other relevant background variables. Results show that three groups of adults can be distinguished that use mathematics differently in daily and working life. However, the construct can sensibly be described as unidimensional. In a path model, “use of mathematics” turns out to be the strongest predictor of mathematical competence. In addition, it mediates effects of the mathematical requirements of the job, duration of education, and gender.  相似文献   

14.
When dealing with missing responses, two types of omissions can be discerned: items can be skipped or not reached by the test taker. When the occurrence of these omissions is related to the proficiency process the missingness is nonignorable. The purpose of this article is to present a tree‐based IRT framework for modeling responses and omissions jointly, taking into account that test takers as well as items can contribute to the two types of omissions. The proposed framework covers several existing models for missing responses, and many IRTree models can be estimated using standard statistical software. Further, simulated data is used to show that ignoring missing responses is less robust than often considered. Finally, as an illustration of its applicability, the IRTree approach is applied to data from the 2009 PISA reading assessment.  相似文献   

15.
Differential item functioning (DIF) may be caused by an interaction of multiple manifest grouping variables or unexplored manifest variables, which cannot be detected by conventional DIF detection methods that are based on a single manifest grouping variable. Such DIF may be detected by a latent approach using the mixture item response theory model and subsequently explained by multiple manifest variables. This study facilitates the interpretation of latent DIF with the use of background and cognitive variables. The PISA 2009 reading assessment and student survey are analyzed. Results show that members in manifest groups were not homogenously advantaged or disadvantaged and that a single manifest grouping variable did not suffice to be a proxy of latent DIF. This study also demonstrates that DIF items arising from the interaction of multiple variables can be effectively screened by the latent DIF analysis approach. Background and cognitive variables jointly well predicted latent class membership.  相似文献   

16.
The aim of this study is to link the science scale of the German National Educational Panel Study (NEPS) with the science scale of the Programme for International Student Assessment (PISA). One requirement for a strong linking of test scores from different studies is a sufficient similarity of the tests regarding their constructs. The present study aims to assess the similarity of the operationalized constructs of the NEPS and PISA scientific literacy tests with the aim to link the scales of the two tests. A linking study was carried out for this purpose in which 1079 students worked on the tasks of both studies. The results of the comparison between NEPS and PISA indicated a high overlap regarding their constructs. However, both studies deal with missing responses differently. The linking via equipercentile equating showed a high classification consistency which was highest when missing responses were ignored in both studies.  相似文献   

17.
This article compares the evidence from the 2009 PISA survey on the distribution of skills amongst 15-year-olds in different regions and country groups and explores how education systems in these regions contribute to different levels of inequality. In the second part, it presents evidence from surveys on adult skills and attitudes on how skills inequality affects social attitudes and social cohesion.  相似文献   

18.
We analyse the effect of violent crime on students' results in Costa Rica. The combination of PISA data and highly disaggregated information on crime at the district level is a main contribution of this article. Our methodological approach provides also some novelties in the field, the most important being the use of a simultaneous equations model solved with instrumental variables. This allows us to obtain unbiased and efficient estimators in the presence of simultaneity between education and crime. We conclude that exposure to crime, measured by the homicide rate, has a negative and significant impact on academic achievement. This effect is particularly important in the case of students attending schools situated in districts with a lower social development.  相似文献   

19.
Using the PISA 2015 releases in Norway and England, this article explores how PISA has been presented in the media and how the policy level has responded to the results. England will be used as an example for comparison. The article presents early media responses from the 20 most circulated daily newspapers in the two countries and discusses them in relation both to the national PISA reports in Norway and England, as well as the international report of the OECD. The media responses are further interpreted in light of previous research in both countries, with a particular focus upon Norway, where previous Ministers of Education have been interviewed about assessment policy and education reforms.  相似文献   

20.
The aim of the study was to explain the difference between the Programme for International Student Assessment (PISA) 2009 reading results for Finland and Estonia using characteristics of teaching and learning, and characteristics of the overall development of these countries. PISA data were collected via a reading test and student questionnaires from 4,729 students in Estonia and 5,810 students in Finland. Regression analysis made it possible to identify the speed of the rise in PISA scores in relation to the selected variables. The speed was multiplied by the value of the variable to calculate the effect of the variable. The effects of the joy of reading and the diversity of reading materials were greater in Finland, but the effects of metacognition and online reading activities were greater in Estonia. The countries had different values for several indices of development, and this was concordant with the difference in the PISA scores.  相似文献   

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