Author:
Araújo Luisa,Costa Patrícia,Crato Nuno
Abstract
AbstractThis chapter provides a short description of what the Programme for International Student Assessment (PISA) measures and how it measures it. First, it details the concepts associated with the measurement of student performance and the concepts associated with capturing student and school characteristics and explains how they compare with some other International Large-Scale Assessments (ILSA). Second, it provides information on the assessment of reading, the main domain in PISA 2018. Third, it provides information on the technical aspects of the measurements in PISA. Lastly, it offers specific examples of PISA 2018 cognitive items, corresponding domains (mathematics, science, and reading), and related performance levels.
Publisher
Springer International Publishing
Reference21 articles.
1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Adams, M. J. (2009). The challenge of advanced texts: The interdependence of reading and learning. In E. Hiebert (Ed.), Reading more, reading better (pp. 163–189). New York, NY: Guilford Press.
3. Araújo, L., Saltelli, A., & Schnepf, S.V. (2017). Do PISA data justify PISA-based education policy? International Journal of Comparative Education and Development, 19(1), 20–34. https://doi.org/10.1108/IJCED-12-2016-0023.
4. Catts, H. W. (2009). The narrow view of reading promotes a broad view of comprehension. Language, Speech, and Hearing Services in the Schools, 40, 178–183.
5. Chirkina, T. A., & Khavenso, T. E. (2018). School climate: A history of the concept and approaches to defining and measuring it on PISA questionnaires. Russian Education & Society, 60(2), 133–160. https://doi.org/10.1080/10609393.2018.1451189.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献