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
By providing detailed data, not only on student achievement but also at the same time on crucial aspects of the educational context such as the national curriculum, school environment, teacher education, instructional practices, students’ attitudes and expectations, and demographic characteristics of the student body, TIMSS and PIRLS often provide the impetus for educational reform. However, they are also ideal vehicles for monitoring the impact of innovation at all levels of the education system. This paper will give examples of how some TIMSS and PIRLS participating countries have used the data to monitor changes in their educational systems. For example, both Slovenia and the Russian Federation have changed the age of entry into primary school to be one year earlier and have monitored the impact of the change through TIMSS and PIRLS results. Other countries in TIMSS Advanced, have noted a negative impact of changing curriculum in secondary school. This paper also will provide examples of how some countries have made changes, specifically, in response to the information gained from participating in international assessments. For example, several of the high performing Asian countries, including Singapore, Hong Kong, and Japan have instituted reforms designed to maintain or even improve their international standing.
Method
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.