Why Do Countries Participate in International Large-Scale Assessments? The Case of PISA. Policy Research Working Paper 7447

Autor/in	Lockheed, Marlaine E.
Institution	World Bank
Titel	Why Do Countries Participate in International Large-Scale Assessments? The Case of PISA. Policy Research Working Paper 7447
Quelle	(2015), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Secondary School Students; Achievement Tests; International Assessment; Global Approach; Computer Assisted Testing; Economic Development; Geographic Regions; Experience; International Programs; Participation; Socioeconomic Influences; Elementary Secondary Education; Mathematics Achievement; Science Tests; Mathematics Tests; Science Achievement; Grade 4; Reading Achievement; Reading Tests; Regression (Statistics); Comparative Analysis; Europe; Asia; North America; South America; Africa; Program for International Student Assessment; Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Globales Denken; Wirtschaftsentwicklung; Erfahrung; Teilnahme; Sozioökonomischer Faktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Regression; Regressionsanalyse; Europa; Asien; Nordamerika; Südamerika; Afrika
Abstract	The number of countries that regularly participate in international large-scale assessments has increased sharply over the past 15 years, with the share of countries participating in the Programme for International Student Assessment growing from one-fifth of countries in 2000 to over one-third of countries in 2015. What accounts for this increase? This paper explores the evidence for three broad explanations: globalization of assessments, increasing technical capacity for conducting assessments, and increased demand for the microeconomic and macroeconomic data from these assessments. Data were compiled from more than 200 countries for this analysis, for six time periods between 2000 and 2015, yielding more than 1,200 observations. The data cover each country's participation in each of six cycles of PISA as it relates to the country's level of economic development, region, prior experience with assessment, and OECD membership. The results indicate that the odds of participation in PISA are markedly higher for OECD member countries, countries in the Europe and Central Asia region, high- and upper-middle-income countries, and countries with previous national and international assessment experience; the paper also finds that regional assessment experience is unrelated to PISA participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01