International Assessment Programs Research Articles

CREATIVE EDUCATIONAL ENVIRONMENT AS A FACTOR OF FORMULATION OF NATURAL SCIENTIFIC LITERACY IN STUDENTS

The article describes the general characteristics of a creative learning environment, compares traditional and creative learning environments, and also analyzes the types and levels of tasks of the PISA International Assessment Program, by creating a creative learning environment in the educational process and their application in practice.

Developing and validating measures for AI literacy tests: From self-reported to objective measures

The majority of AI literacy studies have designed and developed self-reported questionnaires to assess AI learning and understanding. These studies assessed students' perceived AI capability rather than AI literacy because self-perceptions are seldom an accurate account of true measures. International assessment programs that use objective measures to assess science, mathematical, digital, and computational literacy back up this argument. Furthermore, because AI education research is still in its infancy, the current definition of AI literacy in the literature may not meet the needs of young students. Therefore, this study aims to develop and validate an AI literacy test for school students within the interdisciplinary project known as AI4future. Engineering and education researchers created and selected 25 multiple-choice questions to accomplish this goal, and school teachers validated them while developing an AI curriculum for middle schools. 2390 students in grades 7 to 9 took the test. We used a Rasch model to investigate the discrimination, reliability, and validity of the items. The results showed that the model met the unidimensionality assumption and demonstrated a set of reliable and valid items. They indicate the quality of the test items. The test enables AI education researchers and practitioners to appropriately evaluate their AI-related education interventions.

BOSHLANG‘ICH SINF O‘QUVCHILARINI PIRLS VA TIMSS XALQARO BAHOLASH SINOVLARIGA TAYYORLASHNING PEDAGOGIK MEXANIZMLARI METODIKASINING PEDAGOGIK MAZMUNI, SHAKL VA USULLARI

In this article, the stages of studying and improving the methodology of the international assessment programs PIRLS and TIMSS for primary school students are described. Students’ problems and solutions in the international assessment process were also discussed in the article.

Foreign Experience of Preparing Students for International Assessment Programs in the Educational System

In this article, we will get acquainted with the STEAM educational technology, which the most developed top countries of the world are actually testing in the development of their educational systems. The research employs a descriptive approach to outline the key characteristics and objectives of PIRLS, PISA, TIMSS, and TALIS. The research aims to understand the global development of these programs and evaluates the readiness of the Uzbek system, particularly in the integration of STEAM educational technology. And we will consider the analysis of the results of international evaluation programs created to measure the effectiveness of education in Uzbekistan.

Development of Competencies in English Classes as Per International Assessment Program Standards

English language competency is crucial in today's globalized world. As a result, international assessment programs have been established to measure and benchmark students' English language skills. International programs set standards and guidelines that serve as a reference for educators in designing their English language curriculum and instructional practices. This article explores the development of competencies recorded in the standards of international assessment programs within English classes.

INTERNATIONAL PROJECTS AS A WAY TO SUPPORT THE INTERNATIONALIZATION OF UNIVERSITIES

The article deals with the issues of internationalization of higher educational institutions in Poland in the context of the implementation of international projects and the integration of the education sector. The directions of the country’s state policy in the context of the implementation of the education reform based on new innovative ideas are considered. The level of education internationalization processes is one of the most important aspects of the country’s social development. As a full member of the European Education Area, Poland automatically takes part in internationalization processes. As a result of the introduction of new innovations in the educational process, one of the topical issues has become the study of foreign experience and the introduction of international standards into the higher education system, which is of great importance for improving the quality of educational services. The mechanisms of the process of internationalization of higher education by J. Knight and M. Castells are described. Polish academic and research institutions show a growing interest in the processes of internationalization of higher education at the international, regional, national and institutional levels. Internationalization and global involvement are becoming key trends in the development of national education systems in Poland and abroad. The requirements for international assessment programs and the principles of their implementation in the Polish education system are described, as well as important features of the international assessment programs PISA, PIRLS, based on the opinions of foreign scientists, an analysis of the results of Polish students for 2021-2022 is carried out. An assessment is given to some international educational programs that are aimed at the comprehensive development of students. Examples of internal internationalization are given, which involves the creation of a university cultural climate aimed at supporting international and intercultural processes of globalization, such as participation in international educational programs or attracting foreign students and teachers.

CONCEPTUAL ANALYSIS OF THE IMPLEMENTATION OF THE PISA INTERNATIONAL ASSESSMENT PROGRAM IN THE NATIONAL EDUCATION SYSTEM

In the article, the conceptual content of the PISA international assessment program, aspects of the formation and development of the conceptual basis of the assessment program: the stages of the historical formation of the assessment program concept, the coherence of the assessment program concept with the educational policy, the role of the Organization for Economic Cooperation and Development as an organization developing the concept of the PISA international assessment program and the critical aspects of the evaluation program concept are described. KEY WORDS: PISA international assessment program, conceptual content of the program, national education system, student literacy, quality of education.

Improving the mechanisms of using International Assessment Programs (based on the Pirls International Assessment Program)

Improving the mechanisms of using International Assessment Programs (based on the Pirls International Assessment Program)

ТАЪЛИМ СИФАТИНИ БАҲОЛАШ БЎЙИЧА ХАЛҚАРО ДАСТУР АСОСИДАГИ МИЛЛИЙ ТИЗИМДА ИШТИРОКЧИЛАРНИ ТАНЛАБ ОЛИШ: НАЗАРИЯ ВА АМАЛИЁТ

The article discusses the issues of sampling in the national system, which is being improved based on the requirements of the international program for assessing the quality of education aimed at students’ achievements. Also, within the framework of this system, some important sampling methods, such as random, multistage and cluster sampling, stratification of the sample. It will discuss in detail the opinions, theories put forward by foreign scientists, standards and requirements established by international assessment programs, as well as the experience introduced in Uzbekistan.

Technology for the development of teachers’ competencies in international assessment programs in the process of professional development

Technology for the development of teachers’ competencies in international assessment programs in the process of professional development

Use of the pirls international assessment program in the teaching of primary school students based on the national curriculum

Use of the pirls international assessment program in the teaching of primary school students based on the national curriculum

National curriculum and new generation mathematics textbook

This article discusses the advantages of the new national curriculum and the 1st grade mathematics textbook created for the new generation, as well as the differences between the previous textbook and the current, quality, advanced foreign experience, international assessment program requirements and on the basis of the spiral teaching methodology, opinions such as the development of skills in the XXI century were discussed.

Five initiatives in extracurricular education

The article provides information on the upbringing of children in out-of-school education in Uzbekistan, the importance of five initiatives in child development, the qualities of a child's readiness for public life in a rapidly developing society. It also focuses on the implementation of five initiatives put forward by the President in children's schools "Barkamol Avlod", international assessment programs, as well as an integrated approach to this system.

Six insights regarding test-taking disengagement

ABSTRACT There has been increasing concern about the presence of disengaged test taking in international assessment programmes and its implications for the validity of inferences made regarding a country’s level of educational attainment. This issue has received a growing research interest over the past 20 years, with notable advances in both the measurement of disengagement as well as our understanding of its distortive impact on both individual and aggregated scores. In this paper, I discuss six important insights yielded by this research and their implications for assessment programmes.

The effect of a specialized versus a general upper-secondary school curriculum on students’ performance and inequality. A difference-in-differences cross-country analysis

ABSTRACT Countries differ in their academic upper-secondary school systems whereby some require their students to choose a specialization track from a set of areas – typically natural sciences, economic sciences, or humanities – and follow that specialization for the course of their upper secondary education years whereas, by contrast, others follow a general curriculum in which students are not required to follow a single specialization and thus, may receive a more general education. Because countries follow only one system or the other, a cross-country analysis is required to estimate the possible effects on students’ achievement of these institutional differences. We measure achievement with the scores in reading and mathematics in international assessment programmes. An international difference-in-differences approach is chosen to account for country heterogeneity and unobserved factors influencing student outcomes, by using data from three different large-scale international student assessments. Results suggest that there is a negative effect from specialization tracking and that this may be greater for specific sub-groups of the student population – in particular, for students with a low socioeconomic status.

Bibliographic and content analysis of articles on education from Vietnam indexed in Scopus from 2009 to 2018

Purpose: This study aimed to analyze the bibliographic characteristics and content of articles on education published in Scopus-indexed journals by authors with Vietnamese affiliations from 2009 to 2018.Methods: Scopus was searched on July 6, 2019 using the search option “affiliation country,” with “Vietnam OR Viet Nam” as the country name, and “subject area” as “social sciences AND education.”Results: A total of 193 articles were identified. They were classified by publication year, co-authors’ country, affiliation, subarea, journal, and author. Content analysis of these articles demonstrated that the number of publications on education from Vietnam in Scopus increased rapidly during the last 10 years. The top five countries of co-authors were Australia, the USA, New Zealand, the UK, and the Netherlands. The main research subfields were English-language teaching, pedagogy, and educational management.Conclusion: Although Vietnamese education researchers collaborated with colleagues in developed countries to publish papers, there was still a lack of articles discussing global trends in education, such as cross-border education, equity in education, and international assessment programs.

Understanding and promoting students’ mathematical thinking: a review of research published in ESM

In this paper, we offer a comparative review of research on understanding and promoting students’ mathematical thinking. The sources for the review are papers that were published in Educational Studies in Mathematics (ESM) during two windows of time: 1994–1998 and 2014–2018. Selection of these two time periods enables us to comment on the “state of the art” in research as well as identify changes over the past 25 years. The review is guided by an analysis of conceptualizations of “mathematical thinking” proposed in the research literature, selected curriculum documents, and international assessment programs such as the OECD’s Programme for International Student Assessment (PISA). The review not only documents salient features of research studies, such as the country of origin of the authors, educational level of the participants, research aims, theoretical perspectives, and methodological approaches, but also identifies the contribution to knowledge made by this body of work as well as future research directions and opportunities.

Affective Profiles of Year 9/10 Australian and South East Asian Students in Science and Science Education

While there are research studies into students’ affective perspectives revolving around science and science education over the last five decades, there are few studies on students’ attitudes and beliefs in these areas in developing countries in South East Asia, particularly those that do not participate in international assessment programs. This quantitative study investigated the affective profiles of Year 9/10 students in science/science learning from seven South East Asian countries and Australia to understand the similarities and differences in students’ attitudes and the implications in advancing the STEM education agenda in these countries. Comparative studies perform several important functions that are closely interlinked and this study heightens our awareness of the impact of systems and cultures on students’ emotional views in the areas of science/science education, allowing country coordinators and policy makers to compare and review teaching practices to enhance student engagement and performance. The implications of the study are discussed.

Examining Cultural Responsiveness in Large-Scale Assessment: The Matrix of Evidence for Validity Argumentation

As cultural products, assessment systems and instruments are a reflection of the cultures in which they originate and reproduce the characteristics of those cultures. Accordingly, cultural responsiveness in large-scale assessment concerns the entire process of assessment, not simply its tests or the analysis of test scores. This paper focuses on validity as argumentation in the testing of culturally diverse populations in both national and international large-scale assessment programs. It examines the intersection of m procedural assumptions (conceptual and methodological criteria that need to be met in order to validly, fair test culturally diverse populations) and n components of the process of assessment. The paper explains the development and use of the matrix of evidence for validity argumentation. In this matrix, a cell [i, j] contains confirming and disconfirming evidence that Procedural Assumption i is met by the practices enacted and the artifacts used or generated in Assessment Process Component j. An argument of validity is constructed by integrating the information contained in the cells of the matrix. A series of examples illustrate how each procedural assumption intersects with each assessment process component in the matrix. These examples show the ubiquity of cultural issues in assessment. Attaining cultural responsiveness in large-scale national and international assessment programs entails a serious systemic, societal, global effort.

The Inquiry-based Teaching Instruction (IbTI) in Indonesian Secondary Education: What Makes Science Teachers Successful Enact the Curriculum?

The inquiry-based teaching instruction (IbTI) has been practiced internationally to improve student competency in science. The implementation of this strategy has been recommended by the science curriculum in Indonesia since 2003. However, it is not still implemented successfully in schools. The implementation is likely unsuccessful to achieve its goals and this has been demonstrated by the results of an international assessment program called PISA in which the ranks of Indonesia have not increased since 2003. This study; thus, focused on this issue by assessing the implementation of IbTI in secondary schools in Jambi City, Indonesia. In addition, this study included constraints that interfered with the implementation. A researcher-designed questionnaire was sent out to 107 science teachers in Jambi city and 70 (65.4%) teachers returned the questionnaires. The results showed that most of the participants did not use IbTI in their science classrooms. They predominantly used the more traditional teaching strategies such as lecturing despite of the fact that the use of IbTI had been recommended by the curriculum. Four major perceived-constraints including the unsupportive educational settings and insufficient facilities and knowledge had been identified interfered with the implementation. These findings may provide a logical explanation to the low science scores of the Indonesian students as showed by PISA. This study thus highlighted the need of providing the science teachers with reasonable supports for replacing their traditional-type instructions with more student-centered ones such as IbTI. The findings of this study are also beneficial for those in other developing countries who are endeavoring to implement inquiry due to the similarity in their educational context.