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
This paper demonstrates the varying usages of data obtained in large scale international studies for different purposes such as monitoring and accountability (Kellaghan, 1996), theoretical insight enlightenment (Leimu, 1992), or "reflective policy-making" (Darling-Hammond, 1999) or for both. The first example demonstrates the use of data derived from TIMSS studies in Israel to evaluate the implementation and effectiveness of a comprehensive reform in science education that coincided with the phases of TIMSS studies. This example represents a direct use of findings for accountability purposes. The second example demonstrates the use of data obtained from the TIMSS-2003 study in Israel to re-examine the extent to which teacher qualifications regarded as desirable targets of teaching policy, indeed have a positive effect on students' learning. This example represents the use of findings to test policy assumptions and gain theoretical insight. The third example is focused on diagnosing factors that affect and explain the huge achievement gap in reading literacy between Hebrew- and Arabic-speaking students in Israel and provides promising practices for closing this gap. This example deals simultaneously with a theoretical issue concerning the impact of socioeconomic vs. linguistic factors in explaining the gap achieved in reading literacy.
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