2018年国际学生评估项目:瑞典是否按照规定将学生排除在外?

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-01-02 DOI:10.1080/0969594X.2023.2189566

C. Andersson, Sofia Sandgren Massih

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引用次数: 1

摘要

本研究评估了瑞典2018年国际学生评估项目中排除学生是否遵循了经合组织制定的标准。我们用定性和定量两种方法来做这件事。我们的结论是，瑞典在2018年PISA中所做的排除不符合经合组织的标准，而且太高了。此外，对学校协调员的采访表明，他们中的许多人误解了经合组织的标准。我们还得出结论，国家教育局没有充分跟进排除情况。经合组织对瑞典的排斥率进行了审查，虽然没有得出可信的结果，但也接受了这一结果。重新计算2018年瑞典的PISA分数，我们假设不参加的学生表现不佳，结果受到了显著影响。

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PISA 2018: did Sweden exclude students according to the rules?

ABSTRACT This study assesses whether student exclusions from PISA 2018 in Sweden followed the criteria set by the OECD. We do this using both qualitative and quantitative methods. Our conclusion is that the exclusions made in PISA 2018 in Sweden did not follow OECD criteria and were much too high. Furthermore, interviews with school coordinators indicate that many of them misunderstood the OECD criteria. We also conclude that the National Agency for Education did not sufficiently follow up on exclusions. A review of the Swedish exclusion rate made by the OECD did not present credible results but accepted the results. A recalculation of PISA 2018 scores for Sweden where we assume non-participating students to be low performers show that results are significantly affected.

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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.