Assessing Global Competence in PISA 2018: Challenges and Approaches to Capturing a Complex Construct

Autor/inn/en	Sälzer, Christine; Roczen, Nina
Titel	Assessing Global Competence in PISA 2018: Challenges and Approaches to Capturing a Complex Construct
Quelle	In: International Journal of Development Education and Global Learning, 10 (2018) 1, S.5-20 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-526X
Schlagwörter	Foreign Countries; International Assessment; Achievement Tests; Secondary School Students; Comparative Education; Academic Achievement; Educational Quality; Standards; Guidelines; Stereotypes; Questionnaires; Vignettes; Global Approach; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Vergleichende Erziehungswissenschaft; Schulleistung; Quality of education; Bildungsqualität; Standard; Richtlinien; Klischee; Fragebogen; Globales Denken; Deutschland
Abstract	International large-scale assessments such as the Programme for International Student Assessment (PISA) yield comparative indicators of student achievement in various competence domains. This article focuses on global competence as a suggested cross-curricular domain for the PISA 2018 study. The measurement of global competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have so far not been sufficiently targeted, Germany, among several other countries, has decided not to assess global competence in the upcoming PISA cycle. In conclusion, propositions are made regarding viable options to capture global competence in international comparative studies so that established quality standards can be met. [First published as Sälzer, C. and Roczen, N. (2018) 'Die Messung von Global Competence im Rahmen von PISA 2018'. "Zeitschrift für Erziehungswissenschaft" 21 (2): 299-316. Translated from the German by Christine Sälzer, with assistance from Dr. Gwen Schulte, DIPF, Frankfurt.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01