The Challenges of Measuring Outside-School-Time Educational Activities: Experiences and Lessons from the Programme for International Student Assessment (PISA)

Autor/inn/en	Bray, Mark; Kobakhidze, Magda Nutsa; Suter, Larry E.
Titel	The Challenges of Measuring Outside-School-Time Educational Activities: Experiences and Lessons from the Programme for International Student Assessment (PISA)
Quelle	In: Comparative Education Review, 64 (2020) 1, S.87-106 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/706776
Schlagwörter	International Education; Comparative Education; Academic Achievement; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Barriers; Informal Education; Test Construction; Translation; Cross Cultural Studies; Student Evaluation; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Internationale Erziehung; Vergleichende Erziehungswissenschaft; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Informelle Bildung; Nichtformale Bildung; Testaufbau; Cultural comparison; Kulturvergleich; Schulnote; Studentische Bewertung
Abstract	Recent years have brought a major shift in the field of international comparative education with the rise of quantitative assessments of student achievement. Within these studies, outside-school-time (OST) as a supplement and complement to schooling has been included. However, OST is difficult to define and measure; and challenges multiply when comparisons are made across countries and cultures. The Programme for International Student Assessment (PISA) managed by the Organisation for Economic Cooperation and Development (OECD) has sought to confront these challenges. It has had some success, and the 2015 PISA iteration showed advances over its predecessors; but it also showed significant shortcomings. With a methodological thrust, this article examines the challenges of preparing appropriate questions in English, translating those questions into other languages, and preparing meaningful cross-national comparisons. The article has pertinence not only within the specific domain of OST studies but also the wider thrusts of quantification in international comparisons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01