FROM PISA TO EDUCATIONAL STANDARDS: THE IMPACT OF LARGE-SCALE ASSESSMENTS ON SCIENCE EDUCATION IN GERMANY
FROM PISA TO EDUCATIONAL STANDARDS: THE IMPACT OF LARGE-SCALE ASSESSMENTS ON SCIENCE EDUCATION IN GERMANY
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从 PISA 到教育标准：大规模评估对德国科学教育的影响
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
A. Kauertz
中科院分区：
文献类型：
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作者：
K. Neumann;Hans E. Fischer;A. Kauertz
德国教育体系传统上并不依赖标准化考试。然而，当国际学生评估计划（PISA）研究显示，与其他参与国家相比，德国学生的平均成绩、特定比例的低成绩学生以及联邦各州之间的显着差异时，德国政策制定者决定对教育体系进行重大改革。这项改革的核心部分是引入国家教育标准。对于科学教育来说，这些标准很大程度上受到 PISA 结果及其基本框架的影响。也就是说，有了这些标准，范式就发生了从德国的“教育”概念向英美的“识字”概念的转变。随着这些标准的引入，创建了一个新的实证教育研究领域：对科学素养模型或能力模型的研究，作为标准基准的基础。本文介绍了 PISA 之前的德国教育体系，总结了 PISA 的主要发现，并描述了这些发现如何为科学教育绩效标准的制定提供信息。它还详细说明了为衡量这些标准而采取的措施。最后，它深入探讨了制定和衡量绩效标准的问题，并指出了教育政策中基于证据的决策的未来研究领域。
The German education system does not traditionally rely on standardized testing. However, when the Programme for International Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries, a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers decided for a major reform of the education system. A core piece of this reform was the introduction of National Education Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework. That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy. With the introduction of these standards, a new field of empirical educational research was created: research on models of scientific literacy or competency models as a basis of benchmarking the standards. This article describes the German education system before PISA, summarizes the major findings from PISA, and describes how these findings informed the formulation of the performance standards for science education. It also details the measures undertaken to benchmark these standards. Finally, it provides insight into the issues with developing and benchmarking performance standards and points out future areas of research on evidence-based decision making in educational policy.