Performance Status and Change--Measuring Education System Effectiveness with Data from PISA 2000-2009

Autor/inn/en	Lenkeit, Jenny; Caro, Daniel H.
Titel	Performance Status and Change--Measuring Education System Effectiveness with Data from PISA 2000-2009
Quelle	In: Educational Research and Evaluation, 20 (2014) 2, S.146-174 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2014.891462
Schlagwörter	Educational Assessment; Educational Research; Socioeconomic Influences; Educational Policy; Educational Change; Outcomes of Education; Statistical Data; Reading Achievement; Numeracy; Scientific Literacy; Adolescents; Models; Socioeconomic Status; Comparative Analysis; Foreign Countries; Performance Based Assessment; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Bildungsforschung; Pädagogische Forschung; Sozioökonomischer Faktor; Politics of education; Bildungspolitik; Bildungsreform; Lernleistung; Schulerfolg; Leseleistung; Rechenkompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Analogiemodell; Socio-economic status; Sozioökonomischer Status; Ausland; Leistungsermittlung
Abstract	Reports of international large-scale assessments tend to evaluate and compare education system performance based on absolute scores. And policymakers refer to high-performing and economically prosperous education systems to enhance their own systemic features. But socioeconomic differences between systems compromise the plausibility of those comparisons and references. The paper applies conceptual and methodological approaches from educational effectiveness research to investigate how effectively education systems perform and how effectively they change their performance over time by accounting for socioeconomic differences between systems and cohorts (assessment cycles). Data from 4 cycles of the Programme for International Student Assessment (PISA) are analysed. Results indicate that the quality of systems is evaluated differently if assessed by absolute performance scores or effectiveness measures. The study contributes to methodological developments of effectiveness research in international large-scale assessments and provides relevant information for policymakers to further look into policies, structures, and reform measures that have favoured effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10