In this context, PISA 2009 found that:• In countries where schools have greater autonomy over what is taught and how students are assessed, students tend to perform better.• Within countries where schools are held to account for their results through posting achievement data publicly, schools that enjoy greater autonomy in resource allocation tend to do better than those with less autonomy. However, in countries where there are no such accountability arrangements, the reverse is true.• Countries that create a more competitive environment in which many schools compete for students do not systematically produce better results.• Within many countries, schools that compete more for students tend to have higher performance levels, but this is often accounted for by the higher socio-economic status of students in these schools. Parents with a higher socio-economic status are more likely to take academic performance into consideration when choosing schools.• In countries that use standards-based external examinations, students tend to do better overall, but there is no clear relationship between performance and the use of standardised tests or the public posting of results at the school level. However, performance differences between schools with students of different social backgrounds are, on average, lower in countries where more schools use standardised tests.In recent years, many school systems have moved away from a model of purely administrative control and towards one where schools become more autonomous organisations, accountable to their users and to the public for outcomes. The PISA results suggest that some features of autonomy and accountability are associated with better performance. However, this is not a simple relationship under which any policy to increase autonomy, accountability or choice will improve student outcomes.Fonte, PISA, 2010Parece que em Portugal só se segue o que não interessa.
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A Autonomia Conta quando conjugada com responsabilidade
http://terrear.blogspot.com/2011/01/autonomia-conta-quando-conjugada-com.html
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- autonomia
- PISA
- responsabilidade
January 11 2011, 4:26pm | Comments »
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els enseignements internationaux peut-on tirer de PISA cette année ?
http://terrear.blogspot.com/2010/12/els-enseignements-internationaux-peut.html
Por Jean-Claude EminEn termes de comparaisons internationales, l’analyse la plus intéressante concerne des caractéristiques que l’on rencontre plus fréquemment dans les systèmes éducatifs dont les résultats sont les meilleurs, c’est-à-dire ceux qui associent efficacité (niveau élevé de résultats globaux) et équité (faible impact de la situation sociale des élèves sur leurs résultats) :peu de « différentiation », c’est-à-dire, pas d’orientation précoce dans des filières différentes selon les résultats des élèves ; des écoles où règne la mixité sociale ; peu, voire pas de redoublement ; peu d’exclusions ou de transferts entre écoles d’élèves « agités » ou aux faibles résultats ;un degré d’autonomie des écoles plutôt important en matière de curriculum, associé à une faible compétition entre écoles quant au recrutement des élèves (autrement dit, la liberté de choix de l’école apparait comme un facteur plutôt négatif) ;des moyens consacrés à des traitements élevés pour les enseignants plutôt qu’à de faibles tailles de classes.Une telle analyse doit évidemment être approfondie et relativisée ; en effet, ces conditions sont relatives (elles sont plus marquées dans certains des pays les plus performants et elles connaissent des modalités qui peuvent être différentes selon les pays) ; et elles ne sont ni nécessaires, ni suffisantes (certains pays performants ne les connaissent pas, et certains pays qui les connaissent ne sont pas performants) [1]. Elle rejoint cependant des conclusions déjà étayées dans la littérature internationale sur l’éducation.Fonte
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- política educativa
- PISA
December 13 2010, 5:01am | Comments »
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PISA - Lendo para além dos números IV
http://terrear.blogspot.com/2010/12/pisa-lendo-para-alem-dos-numeros-iv.html
Second, high-performing education systems stand out with clear and ambitious standards that are shared across the system, focus on the acquisition of complex, higher-order thinking skills, and are aligned with high stakes gateways and instructional systems. In these education systems, everyone knows what is required to get a given qualification, in terms both of the content studied and the level of performance that has to be demonstrated to earn it. Studentscannot go on to the next stage of their life – be it work or further education – unless they show that they are qualified to do so. They know what they have to do to realise their dream and they put in the work that is needed to achieve it.Third, the quality of an education system cannot exceed the quality of its teachers and principals, since student learning is ultimately the product of what goes on in classrooms. Corporations, professional partnerships and national governments all know that they have to pay attention to how the pool from which they recruit is established; how they recruit; the kind of initial training their recruits receive before they present themselves for employment;how they mentor new recruits and induct them into their service; what kind of continuing training they get; how their compensation is structured; how they reward their best performers and how they improve the performance of those who are struggling; and how they provide opportunities for the best performers to acquire more status and responsibility. Many of the world’s best-performing education systems have moved from bureaucratic “commandand control” environments towards school systems in which the people at the frontline have much more control of the way resources are used, people are deployed, the work is organised and the way in which the work gets done. They provide considerable discretion to school heads and school faculties in determining how resources are allocated, a factor which the report shows to be closely related to school performance when combined with effective accountability systems. And they provide an environment in which teachers work together to frame whatthey believe to be good practice, conduct field-based research to confirm or disprove the approaches they develop, and then assess their colleagues by the degree to which they use practices proven effective in their classrooms.Last but not least, the most impressive outcome of world-class education systems is perhaps that they deliver highquality learning consistently across the entire education system, such that every student benefits from excellent learning opportunities. To achieve this, they invest educational resources where they can make the greatest difference, they attract the most talented teachers into the most challenging classrooms, and they establish effective spending choices that prioritise the quality of teachers.
December 8 2010, 1:38pm | Comments »
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PISA - Lendo para além dos números III
http://terrear.blogspot.com/2010/12/pisa-lendo-para-alem-dos-numeros-iii.html
A closer look at high-performing and rapidly improving education systems shows that these systems have many commonalities that transcend differences in their history, culture and economic evolution.First, while most nations declare their commitment to education, the test comes when these commitments are weighed against others. How do they pay teachers compared to the way they pay other highly-skilled workers? How are education credentials weighed against other qualifications when people are being considered for jobs? Would you want your child to be a teacher? How much attention do the media pay to schools and schooling? Which matters more, a community’s standing in the sports leagues or its standing in the student academic achievement league tables? Are parents more likely to encourage their children to study longer and harder or to spend more time with their friends or in sports activities?In the most successful education systems, the political and social leaders have persuaded their citizens to make the choices needed to show that they value education more than other things. But placing a high value on education will get a country only so far if the teachers, parents and citizens of that country believe that only some subset of the nation’s children can or need to achieve world class standards. This report shows clearly that education systems built around the belief that students have different pre-ordained professional destinies to be met with differentexpectations in different school types tend to be fraught with large social disparities. In contrast, the best-performing education systems embrace the diversity in students’ capacities, interests and social background with individualised approaches to learning.Fonte
December 8 2010, 1:35pm | Comments »
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PISA - Lendo para além dos números II
http://terrear.blogspot.com/2010/12/pisa-lendo-para-alem-dos-numeros-ii.html
The discussion above of the theoretical basis for the PISA mathematics framework outlines a five-step description of mathematisation. These steps are shown in Figure 2.8 and listed below:1. Starting with a problem situated in reality.2. Organising it according to mathematical concepts and identifying the relevant mathematics involved.3. Gradually trimming away the reality through processes such as making assumptions, generalising and formalising. These processes promote the mathematical features of the situation and transform the real-world problem into a mathematical problem that faithfully represents the situation.4. Solving the mathematical problem.5. Making sense of the mathematical solution in terms of the real situation, including identifying the limitations of the solution.Mathematisation first involves translating the problem from reality into mathematics. This process includes activities such as:• Identifying the relevant mathematics with respect to a problem situated in reality.• Representing the problem in a different way, including organising it according to mathematical concepts and making appropriate assumptions.• Understanding the relationships between the language of the problem and the symbolic and formal language needed to understand it mathematically.• Finding regularities, relations and patterns.• Recognising aspects that are isomorphic with known problems.• Translating the problem into mathematics i.e. to a mathematical model (de Lange, 1987).As soon as a student has translated the problem into a mathematical form, the whole process can continue within mathematics. Students pose questions like: “Is there…?”, “If so, how many?”, “How do I find…?”, using known mathematical skills and concepts. They attempt to work on their model of the problem situation, adjust it, establish regularities, identify connections and create a good mathematical argument.Fonte
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- Matemática
- PISA
December 8 2010, 1:21pm | Comments »
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O milagre dos resultados
http://terrear.blogspot.com/2010/12/o-milagre-dos-resultados.html
Do comunicado do ME:(..)4. Pela primeira vez, os alunos portugueses atingem pontuações que se situam na média da OCDE, em literacia de leitura, domínio principal no estudo de 2009. Portugal situa-se na 21.ª posição, num conjunto de 33 países da OCDE que participaram no estudo, em 2009. Em 2000, Portugal estava na 25.ª posição, num conjunto de 27 países da OCDE. Nos três estudos anteriores, realizados em 2000, 2003 e 2006, os resultados dos alunos portugueses situaram-se significativamente abaixo da média da OCDE, situação que foi agora superada. No Estudo do PISA 2009, Portugal está incluído no grupo de países que atingiram a média da OCDE. Deste conjunto fazem parte: Portugal, Reino Unido, Dinamarca, Suécia, Alemanha, França, Irlanda e Hungria. 5. Os progressos verificados devem-se ao facto de aumentar entre 1,3 pontos (ciências) e 3,6 pontos (leitura e matemática) a percentagem de alunos com resultados dos níveis mais elevados (níveis 5 e 6) e também à redução de 7 a 9 pontos a percentagem de alunos com resultados nos níveis mais baixos (níveis 1 e abaixo de 1).(...)
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- resultados
- PISA
December 7 2010, 1:27pm | Comments »
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O Programa PISA e a Decisão Política
http://terrear.blogspot.com/2010/04/o-programa-pisa-e-decisao-politica.html
E, porque os “indicadores não são números: são palavras. Têm nome” (Mangez, 2008, p.106), a neutralidade do instrumento é apenas uma pretensão que oculta “interesses e agenda prévia” (Mangez, 2008, p. 107).O PISA surge como um instrumento politizado, que “para além da legitimidade técnica (…) surgem questões políticas” (Lascoumes & Le Galès, 2004, p. 16). Este tipo de governança “soft”, difundidapela OCDE, “deixa muito espaço àqueles que estão a ser regulados para alterar as regras — seleccionam partes das regras, mostram a sua conformidade às regras ou traduzem -nas para atender às suas próprias expectativas” (Jacobsson & Sahlin-Andersson, 2006, pp. 253 -254). Assistimos a uma “nacionalização” do instrumento, que é reconfigurado de acordo com o contexto político em que se movimenta. Por detrás dos discursos de legitimação política, ocultam-se dimensões e valores que despontam da própria materialidade do instrumento edos seus conteúdos ideológicos (Lascoumes & Le Galès, 2004, p. 367), em consonância com as agendas dos decisores políticos.O grau de influência do Programa em determinadas políticas permite -nos reconhecer, sob a tutela do primeiro Governo Sócrates, prenúncios de uma nova forma de fazer política, assente em dados, números e resultados e norteada, essencialmente, por critérios de natureza pragmática. Esta mobilização do inquérito, nos processos de decisão política, transparece nos textos legislativos, nos debates parlamentares, em discursos ofi ciais, nos textosinstitucionais e, ainda, na entrevista realizada à Ministra da Educação.O elevado grau de “expertise” que o inquérito encerra, parece operar em direcção a uma tecnização e despolitização da acção pública (Lascoumes & Le Galès, 2004, p. 367), facilitando a missão do governo, já que permite justifi car mais confortavelmente opções políticas pré -existentes. Além do que, a sua alegada credibilidade e neutralidade, auxilia osgovernos a enfatizarem a urgência das medidas governamentais que desejam implementar e concorre para reforçar a robustez dos argumentos utilizados.Assistimos como que a um declínio da regulação política, em detrimento da valorização da informação que o instrumento providencia e em critérios de cariz mais incremental e pragmático (Costa, 2009); o que representa uma certa despolitização do processo de decisão política, fundamentado especialmente em dados e números, e não tanto em lógicasde decisão política, de cariz mais ideológico. Contudo, se é certo que a sofisticada tecnicidade do PISA contribui para esbater a dimensão política propriamente dita, há que observar os valores eas visões sobre a educação que o mesmo encerra e questionar a(s) dinâmicas política(s) que oculta. Em suma, por detrás do comportamento, aparentemente neutro e factual, do instrumento, estabelecem -se efeitos colaterais. Para lá de alguma secundarização da regulação política, perspectiva -se a repolitização do instrumento, como resultado da inter -relaçãoentre a agenda dos políticos e os valores, visões e sentidos que o instrumento acarreta.Em última instância, falamos de uma relação que ocorre entre uma acção de repolitização do instrumento e, uma outra, de despolitização da acção pública; o conhecimento técnico, sustentando a política educativa, permite substituir o debate mais ideológico, dando lugar à criação de processos de decisão política baseados em informação técnica, em dados e números.Natércio Afonsonatafonso@ie.ul.ptEstela Costaecosta@fpce.ul.ptUniversidade de Lisboa, Portugalhttp://sisifo.fpce.ul.pt/pdfs/Revista 10 PT D4.pdf
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- política educativa
- decisão
- PISA
April 11 2010, 9:49am | Comments »
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EL VALOR INFORMATIVO DE LOS ESTUDIOS INTERNACIONALES COMPARADOS DE RENDIMIENTO ESCOLAR: DATOS Y PRIMEROS INTENTOS DE INTERPRETACIÓN SOBRE LA BASE DEL
http://terrear.blogspot.com/2009/11/el-valor-informativo-de-los-estudios.html
DEL ESTUDIO PISAPartiendo de la reciente bibliografía acerca de TIMSS y de los nuevos datos de PISA, el presente trabajo se propone discutir algunos aspectos básicos de la investigación empírica comparada en materia de educación. Se sostiene que los objetivos primarios de las evaluaciones de rendimiento a gran escala son: (a) operacionalizar de las metas educativas y las competencias de los alumnos, (b) establecer modelos causales que sirvan para explicar los resultados del sistema escolar y (c) brindar una descripción de la eficacia de los sistemas e instituciones educativas. En los análisis comparados, se hace uso de un conjunto de indicadores que definen minuciosamente el perfil de los resultados a nivel nacional. Sin embargo, la interpretación y explicación de las diferencias en el plano internacional adolece todavía de problemas teóricos y metodológicos considerables. Ello es así porque la investigación empírica apenas está comenzando a entender la repercusión que tiene el contexto cultural en los resultados escolares.Palabras clave: Alumnado – Evaluación institucional – Habilidades – Evaluación – Investigación educativa – Ciencias de la Educación – Educación Comparada – Institución escolar/educativa – Sistema educativo.Fonte
November 22 2009, 11:20am | Comments »
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Alunos Asiáticos Melhores em Matemática e Ciências
http://terrear.blogspot.com/2008/12/alunos-asiticos-melhores-em-matemtica-e.html
Rien ne semble pouvoir ébranler la suprématie des élèves asiatiques en mathématiques et en sciences. La quatrième édition de l'enquête TIMSS (Trends in International Maths and Science Study), réalisée par le Boston College et rendue publique mardi 9 décembre, les place une fois de plus en tête : les écoliers de Hongkong, Singapour et Taïwan dominent en mathématiques tandis les collégiens de
- Tags:
- avaliação
- resultados
- desempenho
- PISA
December 13 2008, 12:23pm | Comments »
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