Effects of international assessments in education – a multidisciplinary review
Effects of international assessments in education – a multidisciplinary review
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国际教育评估的影响——多学科审查
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Janna Teltemann
中科院分区：
文献类型：
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作者：
Kerstin Martens;Dennis Niemann;Janna Teltemann
先进的数据分析技术、现有的全面数据以及便利的全球信息交流，导致用于作出知情决策的评估稳步增加。与这一大趋势相一致，国际教育评估也已成为一种全球性的公认现象。国际教育评估对国家教育系统的组织和结构具有一些严重和深远的影响。在许多国家可以看到教育改革作为对国际评估结果的直接反应。最近关于评估项目的影响的大多数文献只着眼于正式政策一级，而没有考虑到对实际做法和结果的机制和影响。这是关于国际评估对教育的影响的特刊的出发点之一。这份特刊的贡献拓宽了人们对国际教育评估现象的理解。总之，这一问题表明，国际评估为当今教育和教育绩效的框架提供了信息。本期的论文还表明，国际评估的影响既表现在正式和直接的“自上而下”方式上，也表现在更微妙、隐藏的“迂回”方式上
Advanced data analysis techniques, available and encompassing data, and facilitated global exchange of information have led to a steady growth of assessments that are used to make informed policy decisions. In line with this general trend, international assessments in education have also become a global and accepted phenomenon. International education assessments have some grave and far-reaching implications for the organization and structure of national education systems. Educational reform as a direct response to results of international assessments can be observed in many countries. Most of the recent literature on the effects of assessment projects looks only at the level of formal policies, without taking mechanisms and effects on actual practices and outcomes into account. This is one of the starting points for this special issue on the effects of international assessments in education. The contributions of this special issue broaden the perspective for a better understanding of the phenomenon of international education assessments. Taken together, the issue demonstrates that international assessments inform how education and educational performance are framed today. The papers in this issue also show that the impact of international assessments manifests itself in formal and direct ‘top-down’ ways as well as in more subtle, hidden ‘roundabout’ ways