How Central Is the PISA Outcomes on Human Development?

Autor/in	Avcu, Akif
Titel	How Central Is the PISA Outcomes on Human Development?
Quelle	In: International Journal of Contemporary Educational Research, 8 (2021) 4, S.16-26 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Avcu, Akif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	Outcomes of Education; Foreign Countries; International Assessment; Achievement Tests; Secondary School Students; Educational Indicators; Cross Cultural Studies; Scores; Gender Differences; Social Differences; Educational Attainment; Secondary Education; Correlation; Economic Development; Network Analysis; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Educational indicato; Bildungsindikator; Cultural comparison; Kulturvergleich; Geschlechterkonflikt; Sozialer Unterschied; Bildungsabschluss; Bildungsgut; Sekundarbereich; Korrelation; Wirtschaftsentwicklung; Netzplantechnik
Abstract	In contrast to traditional statistical approaches, which assume the existence of a latent common cause leading to the emergence and covariance of indicators, network modeling assumes that latent features emerge because of interactions between indicators. Clearly, such a way of treating the results of the Program for International Student Assessment and other development indicators better reflects the mutual interactions among indicators. With this aim, the network pattern of development indicators was uncovered and graphically represented, the most important and least important indicators were identified. In addition, the indicators that are more closely related to the results of the Program for International Student Assessment were also identified. The United Nations Development Program data were used for the analyzes. Data from 2015 for sixty-six countries were used, consisting of thirteen development indicators. The data were analyzed in the statistical program R using the package "qgraph". The results showed that Program for International Student Assessment scores were not central to other development indicators, while they were closely associated with gender inequality, secondary school completion rate, and unequal life expectancies. These findings were discussed based on the existing literature and some recommendations were made for policy makers and for future research. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01