Current controversies in educational assessment

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Therese N. Hopfenbeck
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引用次数: 0

Abstract

As the global education community is adapting to life in a post-pandemic world, controversies in educational assessment continue to challenge researchers across countries and regions. Some of the controversies in educational assessment are linked to inequalities in the education system, and the fact that students do not have access to the same resources globally, which continues to impact them unfairly with respect to how they are assessed. Perhaps the most dramatic development in this respect is countries which continue to deny girls education, with Afghanistan as a recent example. It demonstrates how important it is to work even harder to reach the UN sustainable development goals, with aspiration for a world of peace, prosperity, and dignity where girls and women can live free from discrimination, and actively take part in education and sit exams for future higher education and careers. One of OECD’s ambitions is to provide evidence-based knowledge to policy makers about their education systems and to enhance equality for all students through their large-scale assessment studies such as PISA. Such ambition is thus dependent upon trust in the actual assessment and demands transparency in how concepts are measured and reported. In the first paper of this issue, Zieger et al. (2022) discusses the so-called ‘conditioning model’, which is part of the OECD’s Programme for International Student Assessment (PISA). The aim of the paper is to discuss this practice and use of the model, and what impact it has on the PISA results. PISA is widely used and cited globally after eight cycles of data collection in almost 100 countries, just during the first quarter of the century (Jerrim, 2023). Despite this prominence as the world’s largest and most known comparative international education study, the knowledge around how student background variables are used when deriving students’ achievement scores are less known. More specifically, in their paper, Zieger et al. (this issue) demonstrate that the conditioning model is sensitive to which background variables are included. In fact, changes to how background variables are used lead to changes in the ranking of countries and how they are compared in PISA. This was particularly the case with the variables around socioeconomic background, measures used to measure inequality on education. The authors understandably suggest this issue needs to be further addressed, both within and outside OECD, and results around comparisons of certain measures must be treated with caution. Debates around PISA and other international large-scale studies are not new, and controversial topics around calculations of scores and rankings have been an ongoing debate since the introduction of these studies (Goldstein, 2004). Nevertheless, the call for more openness around the use of different models and the impact it has on the rankings must be addressed, as such studies are dependent upon the public’s trust. ASSESSMENT IN EDUCATION: PRINCIPLES, POLICY & PRACTICE 2022, VOL. 29, NO. 6, 629–631 https://doi.org/10.1080/0969594X.2022.2178602
当前教育评价的争议
随着全球教育界适应大流行后世界的生活,教育评估方面的争议继续挑战着各国和各地区的研究人员。教育评估中的一些争议与教育系统中的不平等以及学生无法在全球范围内获得相同资源这一事实有关,这在评估方式方面继续对他们产生不公平的影响。在这方面最引人注目的发展也许是继续剥夺女孩受教育权利的国家,阿富汗就是最近的一个例子。它表明,为实现联合国可持续发展目标而更加努力是多么重要,我们渴望建立一个和平、繁荣和有尊严的世界,让女孩和妇女能够不受歧视地生活,并积极参与教育,参加未来高等教育和职业的考试。经合组织的目标之一是为政策制定者提供有关其教育体系的实证知识,并通过诸如PISA之类的大规模评估研究提高所有学生的平等程度。因此,这种雄心有赖于对实际评估的信任,并要求在如何衡量和报告概念方面具有透明度。在本期的第一篇论文中,Zieger等人(2022)讨论了所谓的“条件作用模型”,这是经合组织国际学生评估计划(PISA)的一部分。本文的目的是讨论这种实践和模型的使用,以及它对PISA结果的影响。经过近100个国家的8个数据收集周期后,PISA在全球范围内被广泛使用和引用,仅在本世纪的前25年(Jerrim, 2023)。尽管这是世界上最大和最知名的比较国际教育研究,但在推导学生成绩分数时如何使用学生背景变量的知识却鲜为人知。更具体地说,在他们的论文中,Zieger等人(本期)证明了条件反射模型对包含哪些背景变量很敏感。事实上,背景变量的使用方式的改变会导致国家排名的变化,以及在PISA中的比较方式的变化。尤其是社会经济背景的变量,用来衡量教育不平等的指标。可以理解的是,作者认为这个问题需要在经合组织内部和外部得到进一步解决,对某些措施的比较结果必须谨慎对待。围绕PISA和其他国际大规模研究的争论并不新鲜,自从引入这些研究以来,围绕分数和排名计算的争议话题一直是一个持续的辩论(Goldstein, 2004)。然而,必须解决关于使用不同模型及其对排名的影响的更公开的呼吁,因为这些研究依赖于公众的信任。教育中的评估:原则、政策与实践,2022,第29卷,第2期。6,629 - 631 https://doi.org/10.1080/0969594X.2022.2178602
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
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
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.
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