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Improving a Country's Education : PISA 2018 Results in 10 Countries.

Bibliographic Details
Main Author: Crato, Nuno.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2020.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Preface
  • Acknowledgements
  • Contents
  • Contributors
  • Acronyms
  • Setting up the Scene: Lessons Learned from PISA 2018 Statistics and Other International Student Assessments
  • 1 Sixty-Six Years of International Large-Scale Assessments
  • 2 Pisa 2018
  • 3 The Measurement Changes the Measured
  • 4 Time Delay
  • 5 Money Matters, Sometimes…
  • 6 Performance and Inequality-Two Nonconflicting Poles
  • 7 Grade Repetition
  • 8 Exams and Assessment
  • 9 Curriculum, Pedagogy, and Learning Outcomes
  • 10 Knowledge Versus Competencies
  • 11 Ten Conclusions from Reflecting Upon Ten Countries' Experiences
  • References
  • Australia: PISA Australia-Excellence and Equity?
  • 1 The Australian Education System and Goals for Education
  • 2 Funding
  • 3 Is Australia Meeting Its Goals for Schooling?
  • 3.1 Is Australia Attaining Excellence?
  • 3.2 Is Australia Attaining Equity?
  • 4 Relationship Between School Sector and Disadvantage
  • 5 Conclusions
  • References
  • Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality
  • 1 Overview of Chilean Education System
  • 1.1 The National Agency for Educational Quality in QAS
  • 1.2 Analysis and Dissemination of ILSA Studies Data and Results
  • 2 Impact of ILSA on Chilean's Educational Policies
  • 2.1 Curricular Adjustments and Reforms Designed by Experts
  • 2.2 The Educational System and Its Regulations
  • 2.3 National Assessment System
  • 3 Students' Movement, a Fundamental Actor in the Generation of Changes in the Chilean Educational System
  • 4 Main Marks of Educational Evolution Related to PISA
  • 4.1 Reading
  • 4.2 Mathematics
  • 4.3 Socioeconomic and Cultural Status Differences
  • 4.4 Natural Science
  • 5 Conclusions and Recommendations
  • References
  • England: England and PISA-The Long View
  • 1 Introduction
  • 2 The National Scene.
  • 3 PISA 2018 in 2019
  • 4 PISA as a Reflection on Post-2010 Policy Moves
  • 5 England Within the United Kingdom
  • the Devolved Administrations
  • 6 Diversity and Difference
  • References
  • Estonia: A Positive PISA Experience
  • 1 Estonia in the Spotlight
  • 2 Estonia and Its Education System
  • 3 What is Estonia's Experience in International Assessment Studies?
  • 4 What Does PISA 2018 Say About the Student Performance in Estonia?
  • 4.1 Educational Equity
  • 4.2 Student Well-Being
  • 5 What is a Teacher in Estonia Like?
  • 6 What Policy Measures Have Supported Us Along the Way?
  • 7 How Are Policy Measures Reflected by International Comparison Studies?
  • 8 In a Nutshell: What is the Secret of Estonian Success?
  • References
  • Finland: Success Through Equity-The Trajectories in PISA Performance
  • 1 Finnish School System
  • 2 Finland's Educational Outcomes in Comparison
  • 2.1 Trend Across PISA Studies 2000-2018
  • 2.2 Gender Gap
  • 2.3 Socio-economic Background
  • 3 Timely Changes, Trends and Explanatory Factors of PISA Proficiency in Finland
  • 3.1 Long-Term Declining Trend
  • 3.2 Reading Engagement Strongly Linked with Reading Proficiency
  • 4 Well-Being and Equity-The Cornerstones of Finland's High-Quality Education
  • 4.1 High Level of Life Satisfaction
  • 4.2 Small Between-School Variation
  • 5 Discussion
  • 5.1 Historical Improvement in Learning Outcomes
  • 5.2 Factors of the Declining Trend
  • References
  • Poland: Polish Education Reforms and Evidence from International Assessments
  • 1 Expansion of General Education as the Overarching Idea of the Polish School Reforms
  • 2 PISA as a Necessary but not Sufficient Tool for Policy Evaluation in Poland
  • 3 Polish Education Reforms and Evidence on Their Outcomes
  • 3.1 PISA Results for Poland
  • 3.2 The 1999 School Reform and Evidence on Student Outcomes
  • 3.3 Outcomes of the 1999 Reform.
  • 3.4 The Second Wave of Reforms-Curriculum and Evaluation Reforms from (2008 and 2009)
  • 3.5 Early Education Reform
  • 4 Evidence, Public Sentiment, Politics, and Top-Down Reforms
  • 5 Conclusions
  • References
  • Portugal: The PISA Effects on Education
  • 1 Introduction
  • 2 The Portuguese Education System
  • 3 The Portuguese PISA Trends
  • 4 PISA's Education-Driven Policies
  • 5 What May Explain the Portuguese Evolution in PISA
  • 6 Concluding Remarks
  • References
  • Spain: The Evidence Provided by International Large-Scale Assessments About the Spanish Education System: Why Nobody Listens Despite All the Noise
  • 1 The Value of International Comparisons: Uses and Misuses
  • 2 The Spanish Case: Shedding Light on the Darkness
  • 2.1 The Performance of Spain in Comparison to Other Countries: Ample Room for Improvement
  • 2.2 What ILSAs Tell Us About Trends Over Time
  • 2.3 What PISA Reveals About Regional Differences
  • 2.4 Differences in Levels of Investment Do not Explain Trends Over Time nor Regional Differences
  • 2.5 The Impact of Education Policies
  • 3 What Happened in PISA 2018: A Broken Thermometer?
  • 4 Conclusions
  • References
  • Taiwan: Performance in the Programme for International Student Assessment
  • 1 Introduction
  • 2 The Education System in Taiwan
  • 3 Taiwan's PISA Performance
  • 3.1 Top and Low Performers
  • 3.2 Gender Differences
  • 3.3 Social Equity in Learning Outcomes
  • 4 Taiwan's Performance in TIMSS and PIRLS
  • 5 Concluding Remarks
  • References
  • United States: The Uphill Schools' Struggle
  • 1 Introduction
  • 2 Long Term Achievement Patterns
  • 2.1 Pattern of PISA Scores
  • 2.2 Pattern of National Assessment of Educational Progress (NAEP) Scores
  • 2.3 Pattern of Achievement Gaps
  • 2.4 Conclusions on Achievement
  • 3 Organization of U.S. Schools
  • 3.1 Governance
  • 3.2 Resources and Expenditures.
  • 4 Federal Government Programs and Activities
  • 4.1 The War on Poverty
  • 4.2 Desegregation
  • 4.3 Accountability
  • 4.4 The Federal Government Role
  • 5 State Programs and Policies
  • 5.1 School Finance Issues
  • 5.2 Choice: Private, Homeschool and Charter Schools
  • 5.3 Common Core and Curriculum
  • 5.4 The State Government Role
  • 6 Why It Matters
  • 6.1 Economic Growth of Nations
  • 6.2 Economic Growth of States
  • 6.3 Individual Incomes
  • 7 Why Has the U.S. Done so Well?
  • 8 Will Good Fortune Last?
  • References
  • Assessment Background: What PISA Measures and How
  • 1 Introduction
  • 2 How Cognitive Skills Are Measured
  • 3 The Measurement of Student Performance in PISA
  • 4 Questionnaire Data
  • 5 Examples of Cognitive Items in PISA 2018 and Other ILSA-What Questions Look Like
  • 5.1 Example 1: Rapa Nui-Scenario
  • 5.2 Example 2: Chicken Forum (Item Number CR548Q05)
  • 5.3 Example 3: Science Items-PISA and TIMSS
  • 5.4 Example 4: Mathematics-PISA and TIMSS
  • 6 Conclusion
  • References
  • 13 Correction to: Setting up the Scene: Lessons Learned from PISA 2018 Statistics and Other International Student Assessments
  • Correction to: Chapter "Setting up the Scene: Lessons Learned from PISA 2018 Statistics and Other International Student Assessments" in: N. Crato (ed.), Improving a Country's Education, https://doi.org/10.1007/978-3-030-59031-4_1.

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