TIMSS, PISA, PIRLS and Low Educational Achievement in World Society

Autor/in	Naumann, Jens
Titel	TIMSS, PISA, PIRLS and Low Educational Achievement in World Society
Quelle	In: Prospects: Quarterly Review of Comparative Education, 35 (2005) 2, S.229-248 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-005-1824-4
Schlagwörter	Foreign Countries; International Studies; Investigations; Educational Policy; Educational Research; Academic Achievement; Reading Achievement; Mathematics Achievement; Comparative Education; Cognitive Development; Educational Assessment; Educational Indicators; Low Achievement; Standards; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Internationaler Studiengang; Untersuchung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Schulleistung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vergleichende Erziehungswissenschaft; Kognitive Entwicklung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Unterdurchschnittliche Leistung; Standard; Deutschland
Abstract	Over the past 7 years the debate on educational policy in Germany has been greatly influenced by major empirical studies of educational performance in the tradition of the International Association for the Evaluation of Educational Achievement (IEA), notably the Third International Mathematics and Science Study (TIMSS), the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS). Historically this is a new development, because Germany hardly took any part in the numerous forerunner investigations conducted over the previous 40 years. It appears that, in the interim, both the generally interested public and also, above all, the educational research community in Germany have reached a point where such studies are likely in future to be more regularly conducted and to attract greater interest, thereby establishing a reliable instrument for critical observation of the education system from an international perspective. In general, it should be noted that a slowly growing minority of developing countries in the middle and higher income category have participated in all the IEA comparative investigations over the past 40 years. Apart from the IEA studies in the strictest sense, with their comparatively small number of developing country participants, individual or small groups of Latin American, African and Asian countries have, since the late 1970s, conducted investigations inspired by the basic model of the IEA studies (altogether, by the turn of the millennium, there must have been at least a further 50-60 country studies, of which about half were conducted from the beginning of the 1990s, indicating an upward trend). The results of these studies suggest that the majority of the approximately 150 countries not yet involved in the methodologically demanding PISA/TIMSS/PIRLS studies would perform very poorly, similarly to the few weak countries included so far. The recent PISA report, carried out by the OECDand the UNESCO Institute for Statistics, indicated the same thing (OECD/UNESCO-UIS, 2003). This article discusses some of the analytical/empirical, theoretical and political implications of these results and trends. (Contains 1 table, 1 figure and 19 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10