Conditioning: how background variables can influence PISA scores

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-09-24 DOI:10.1080/0969594X.2022.2118665

Laura Zieger, John Jerrim, Jake Anders, N. Shure

引用次数: 4

Abstract

ABSTRACT The OECD’s Programme for International Student Assessment (PISA) has become one of the key studies for evidence-based education policymaking across the globe. PISA has however received a lot of methodological criticism, including how the test scores are created. The aim of this paper is to investigate the so-called ‘conditioning model’, where background variables are used to derive student achievement scores, and the impact it has upon the PISA results. This includes varying the background variables used within the conditioning model and analysing its impact upon countries relatively positions in the PISA rankings. Our key finding is that the exact specification of the conditioning model matters; cross-country comparisons of PISA scores can change depending upon the statistical methodology used.

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条件反射:背景变量如何影响PISA分数

经合组织的国际学生评估项目(PISA)已经成为全球基于证据的教育政策制定的关键研究之一。然而，国际学生评估项目在方法上受到了很多批评，包括测试分数的产生方式。本文的目的是研究所谓的“条件反射模型”，其中背景变量被用来推导学生的成绩分数，以及它对PISA结果的影响。这包括改变条件模型中使用的背景变量，并分析其对各国在PISA排名中的相对位置的影响。我们的主要发现是，条件反射模型的确切说明很重要;根据所使用的统计方法，PISA分数的跨国比较可能会发生变化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.