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Journal ArticleDOI

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

01 Jul 2008-Revue Francaise De Psychanalyse (ENS Éditions)-Iss: 164, pp 69-76
TL;DR: This paper reviewed some of the methodological issues surrounding international studies of comparative educational achievement and 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.
Abstract: 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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01 Jan 2011

147 citations


Cites background from "Comment peut-on utiliser les études..."

  • ...…might be influenced by cultural bias; social desirability and pupil motivation may vary in different cultural contexts; even the political agenda of the organisations that conduct international assessments may influence the assessment content (Hopmann, Brinek and Retzl, 2007; Goldstein, 2008)....

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  • ...When interpreting the results, it is also important to keep in mind that large-scale comparative studies face several methodological challenges: translations may generate different meanings; perceptions of some questions might be influenced by cultural bias; social desirability and pupil motivation may vary in different cultural contexts; even the political agenda of the organisations that conduct international assessments may influence the assessment content (Hopmann, Brinek and Retzl, 2007; Goldstein, 2008)....

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01 Jan 2011
TL;DR: EURYDICE EURYDICE £1.2bn in loans will be repaid over the next five years based on current interest rates, which are expected to be around 7.5% to 8.1% in the coming year.
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57 citations


Cites background from "Comment peut-on utiliser les études..."

  • ...When interpreting the results, it is also important to keep in mind that large-scale comparative studies face several methodological challenges: translations may generate different meanings; perceptions of some questions might be influenced by cultural bias; social desirability and pupil motivation may vary in different cultural contexts; even the political agenda of the organisations that conduct international assessments may influence the assessment content (Hopmann, Brinek and Retzl, 2007; Goldstein, 2008)....

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Journal ArticleDOI
TL;DR: In this paper, the level of measurement equivalence in the 2009 PISA data set using an item response theory approach (IRT) and analyzing differential item functioning (DIF) was found in the form of uniform DIF.
Abstract: 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...

35 citations


Cites background from "Comment peut-on utiliser les études..."

  • ...Goldstein (2008) established evidence for differential loadings when comparing scores of France and England....

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  • ...…it is claimed that PISA provides “strong, cross-culturally valid measures of competencies” (OECD, 2001, p. 27), in the initial years of PISA project, this cross-cultural validity of PISA scales has not been thoroughly investigated (Allerup, 2007; Bechger, 2006; Bonnet, 2002; Goldstein, 2008)....

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  • ...27), in the initial years of PISA project, this cross-cultural validity of PISA scales has not been thoroughly investigated (Allerup, 2007; Bechger, 2006; Bonnet, 2002; Goldstein, 2008)....

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Dissertation
10 Dec 2015
TL;DR: In this paper, the authors define a methodologie d'analyse multidimensionnelle des connaissances numeriques des eleves and define a model of evaluation diagnostique.
Abstract: 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.

25 citations


Cites background from "Comment peut-on utiliser les études..."

  • ...38 Le fait d’écarter des items « défaillants » fait ainsi écrire à Goldstein (2008) : « ces items peuvent être informatifs et montrer des différences intéressantes dans les réponses faites dans les différents pays. Le fait d’exclure de tels items illustre bien l’accent mis sur des comparaisons simples entre pays au lieu d’entrer dans toute la complexité des différences. » Goldstein (2008)...

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  • ...38 Le fait d’écarter des items « défaillants » fait ainsi écrire à Goldstein (2008) : « ces items peuvent être informatifs et montrer des différences intéressantes dans les réponses faites dans les différents pays....

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Journal ArticleDOI
TL;DR: This article found that literacy development amongst children in England is, particularly in London, on average, greater than for children elsewhere, and argued 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.
Abstract: 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.

21 citations


Cites background from "Comment peut-on utiliser les études..."

  • ...For example, the well-established limitations of PISA in providing a satisfactory basis for evaluating the effects of systems of educational provision are nowhere acknowledged (Goldstein 2008)....

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References
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Book
01 Aug 1987
TL;DR: In this article, the essential features of multilevel modelling are discussed and a general methodological discussion presents the essential feature of multilayer modelling. But the models described solve a number of problems in different fields, including the social and biological sciences, where data have a hierarchical structure.
Abstract: This general methodological discussion presents the essential features of multilevel modelling. The models described solve a number of problems in different fields, including the social and biological sciences, where data have a hierarchical structure. Practical examples are used to illustrate topics such as school effectiveness, progress in reading achievement, child growth, and social attitudes. A basic familiarity with structure and application of linear or multiple regression models is assumed.

958 citations

Journal ArticleDOI

742 citations


"Comment peut-on utiliser les études..." refers background in this paper

  • ...Goldstein (2004) a montré comment un modèle « bidimensionnel » (c’est-à-dire construit sur deux facteurs) révèle des différences entre la France et l’Angleterre en ce qui concerne l’habitude d’utiliser les questions à choix multiples (voir aussi H....

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  • ...Ainsi une analyse d’items de géométrie de l’étude SIMS (Second International Mathematics Study), la seconde étude internationale sur les mathématiques (Goldstein, 1987, chapitre V) montre que les variations inter-établissements au Japon sont plus limitées que dans la province de Colombie…...

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Journal ArticleDOI
TL;DR: Results from the OECD Programme for International Student Assessment (PISA) 2000 show improvements in the quality of students' knowledge and skills for life and in the areas of English, maths, and science.
Abstract: Knowledge and Skills for Life, first results from the OECD Programme for International Student Assessment (PISA) 2000

392 citations


"Comment peut-on utiliser les études..." refers background in this paper

  • ...OCDE (2001)....

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  • ...Par exemple, le rapport fondé sur PISA 2000 (OCDE, 2001) affirme que le niveau de lecture « a un effet direct clair sur les revenus bruts, l’emploi, la santé »....

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01 Jan 2003
TL;DR: For instance, this article found that there are wide inequalities in the ability of students to deal with written materials in non-continous form, such as graphs or forms, and that students also showed greater differences in many countries in their ability to retrieve required information from texts than when it comes to interpreting or reflecting on information.
Abstract: Following the initial report on the results of the first PISA survey, this report looks more closely at performance in reading. Some countries manage to combine high overall results with relatively small differences among students; in others, there are worryingly large numbers of students capable of only the most basic reading tasks. More specifically, there are particularly wide inequalities, in some countries, in the ability of students to deal with written materials in non-continous form – such as graphs or forms. Students also show greater differences in many countries in their ability to retrieve required information from texts than when it comes to interpreting or reflecting on information. Such outcomes give clues to policy makers about how their education system might improve.

315 citations


Additional excerpts

  • ...En conséquence, certains items sont écartés » (Kirsch et al., 2002, p. 21)....

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Journal ArticleDOI
TL;DR: In this paper, the authors raise some methodological concerns about the conduct, analysis and interpretation of results from the Programme for International Student Assessment (PISA) study, while in many respects they are justified.
Abstract: This paper raises some methodological concerns about the conduct, analysis and interpretation of results from the Programme for International Student Assessment (PISA) study. While in many respects...

227 citations


"Comment peut-on utiliser les études..." refers background in this paper

  • ...H. Goldstein (2004) a montré comment un modèle « bidimensionnel » (c’est-à-dire construit sur deux facteurs) révèle des différences entre la France et l’Angleterre en ce qui concerne l’habitude d’utiliser les questions à choix multiples (voir aussi H. Goldstein et al., 2007)....

    [...]