Science Education in Europe: National Policies, Practices and Research.

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Teaching Reading in Europe: Contexts, Policies and Practices.

The Program for International Student Assessment (PISA) is a large-scale cross-national study that measures academic competencies of 15-year-old students in mathematics, reading, and science from more than 50 countries/economies around the world. PISA results are usually aggregated and presented in so-called “league tables,” in which countries are compared and ranked in each of the three scales. However, to compare results obtained from different groups/countries, one must first be sure that the tests measure the same competencies in all cultures. In this paper, this is tested by examining the level of measurement equivalence in the 2009 PISA data set using an item response theory approach (IRT) and analyzing differential item functioning (DIF). Measurement in-equivalence was found in the form of uniform DIF. In-equivalence occurred in a majority of test questions in all three scales researched and is, on average, of moderate size. It varies considerably both across items and across countries. When this u...

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Analysis of Cross-Cultural Comparability of PISA 2009 Scores

Alors que les evaluations externes a grande echelle en mathematiques se developpent de plus en plus, l’analyse de leur contenu en lien avec l’interpretation de leurs resultats est peu souvent etudiee, notamment en didactique des mathematiques. La these aborde la question de l’evaluation sous deux angles : l’etude de la validite des evaluations externes et le developpement d’un modele d’analyse multidimensionnelle des connaissances numeriques des eleves en vue de la conception d’une evaluation diagnostique. Nous avons choisi de centrer notre travail sur l’evaluation des connaissances des eleves en fin d’ecole primaire dans le domaine numerique, plus precisement sur les nombres entiers a travers la numeration decimale, les relations arithmetiques entre les nombres, le calcul et les problemes numeriques.

Un bilan des travaux existant en didactique des mathematiques sur l’evaluation, en particulier sur les dispositifs d’evaluations externes bilan a grande echelle et sur les evaluations diagnostiques introduit notre problematique. Nous nous situons dans une approche anthropologique et cognitive afin de definir, sur le domaine etudie, un referent epistemologique a partir duquel il est possible d’analyser le contenu des evaluations et d’interpreter les resultats des eleves.

Un premier axe de la these vise a developper une methodologie d’analyse de la validite de dispositifs d’evaluation, en particulier externes, articulant des approches didactique, epistemologique, cognitive en complement d’approches psychometriques, specifiques aux evaluations a grande echelle. Cette methodologie est ensuite exploitee pour etudier les evaluations externes CEDRE fin d’ecole en 2008 et 2014 du point de vue de leur contenu (sur le domaine etudie) et de l’interpretation des resultats qui en est faite.

Le second axe conduit a la definition d’un modele d’analyse multidimensionnelle des connaissances numeriques des eleves a partir de modes technologiques aboutissant a la definition de profils d’eleves. Dans la these, nous mettons ce modele a l’epreuve a travers la conception et l’analyse des resultats d’une evaluation diagnostique menee en fin de cycle 3, mais nous le destinons, a terme, a sous-tendre un diagnostic automatique permettant la mise en œuvre de parcours d’enseignement differencie.

Étude de la validité de dispositifs d’évaluation et conception d’un modèle d’analyse multidimensionnelle des connaissances numériques des élèves de fin d’école.

Following political devolution in the late 1990s and the establishment of the governments for Wales and Scotland, the education systems of the four home countries of the UK have significantly diverged. Consequently, not only does that mean that education research in the UK has to be sensitive to such divergence, but that the divergence of policy and practice provides an important opportunity to undertake comparative research within the UK. Such ‘home international’ comparisons between the four home countries of the UK also provide the opportunity to undertake ‘natural experiments’ of education policy and practice across similar socio-economic contexts. By drawing specifically on the UK Millennium Cohort Study (MCS) – a recent longitudinal birth cohort study specifically designed to provide the potential for geographical analysis – the paper finds considerable variation in child development by country of the UK, with no single story of ‘success’. However, the paper finds that literacy development amongst children in England is, particularly in London, on average, greater than for children elsewhere. The paper concludes by arguing that ‘home international’ comparisons must take seriously issues of scale and geography when interpreting the influence of ‘national’ education systems and policies on educational outcomes.

https://www.tandfonline.com/doi/pdf/10.1080/03050068.2013.802927

Devolution and geographies of education: the use of the Millennium Cohort Study for ‘home international’ comparisons across the UK

This paper reviews some of the methodological issues surrounding international studies of comparative educational achievement. It is argued that many of the claims made for these studies are unjustified and that their use for guiding educational policy is limited, especially because they lack longitudinal data on students.

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Harvey Goldstein

Papers

Comment peut-on utiliser les études comparatives internationales pour doter les politiques éducatives d’informations fiables ?