Session Information
09 SES 13 A, Strategies and Implications of Changing Educational Systems: Consequences of Large-Scale Assessments (Part 1)
Symposium, continues in 09 Ses 14 A
Contribution
Objectives
Along with the increase of data based information (national and international) many countries have initiated a change in the steering of their educational systems from the traditional input orientation to educational governance that is increasingly output oriented (Schwippert & Goy, 2008). The symposium aims at bringing together information on this paradigm change by discussing how the subsequent steering is actually put into practice in various educational systems. In portraying the consequences that have arisen from the Progress in Reading Literacy Study (PIRLS) and other international studies of student assessment such as the Program for International Student Assessment (PISA) in different national contexts, we gain country specific insights into the impact of those studies on systemic, governmental, administrative, and school level of various educational systems. Thereby we discuss various characteristics of national education systems that have originated, been restructured or otherwise modified as a direct or indirect consequence of the results of international assessment studies.
Framework
The awareness of the relevance of international comparative studies has significantly increased since the beginning of the 1990s. Data collection in the respective studies on student competencies, their home, classroom and school environments provide policy-makers, administrators, researchers, and practitioners alike with useful information for the educational development at various systemic levels to remedy structures and processes in deficit and further improve the educational system. Since the establishment of standardized tests is an important control mechanism in many countries, evidenced based decision making is more and more frequently taken as a basis for educational innovation (Arbeitsgruppe Bildungsforschung/ Bildungsplanung, 2007) [trans.: Working Group Empirical Educational Research]. In comparison with other countries the own educational system can be better understood and subsequently questioned and improved (Porter & Gamoran, 2002) than would be possible simply within the range of national studies.
Research questions and anticipated outcome
The symposium thus addresses opportunities and limits that international-large scale assessments hold for the development of different educational systems. In particular it asks for strategies that countries implement to promote structural or systemic changes and whether they rely on data based evidences for the respective decision-making policies. It is moreover of interest how important comparisons with other (similar) educational systems are. Contributors perform in-depth descriptions and comparisons of their national educational systems. In this regard the symposium anticipates extending the significance of international surveys, from mere descriptions of achievement outcomes towards an analysis of historical, societal and cultural aspects as well as the placement of the studies and their impacts in broader national contexts.
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