This article, written by Volante et al., shares the authors' opinion that literacy is beyond what it was known for in the past. They claim, it is much more than just reading, writing, speaking and listening, referring to including skills and knowledge to the definition of literacy. The competencies of literacy have increased in the global age of today where digitization and knowledge is growing immensely. The authors, therefore, suggest that the large-scale assessment studies must come up with new techniques to test literacy in which skills and knowledge is also adequately measured.
In his article, Jason Richwine discusses, based on data from OECD's PIAAC data, that the skill level of college graduates differs across countries. He bases this observation on the indicators that immigrant college graduates in the US hold lower-skilled jobs than the native college graduates. This opinion is furthered by the observation that the immigrants are still lacking behind in poverty, welfare and income measures despite increasing numbers of immigrant college graduates.
Educational Testing Service (ETS) in their article discuss the findings of a new study conducted by Neeta Fogg, Paul Harrington and Ishwar Khatiwada of Drexel University's Center for Labor Markets and Policy. This article expresses that the college graduates do not have the necessary skills to obtain a high earning job. with skills lacking in literacy and numeracy, specifically.
The new OECD report based on the TALIS report, suggests that for students to get up-to-the-mark education and skills training, teaching opportunities must be made more financially and intellectually attractive. It further highlights that the key is to incentivize teachers to do better at their jobs so educational targets are improved greatly.
In this article, writer Andreas Schleicher explains how the Program for International Student Assessment (PISA) has evolved over time and why it is necessary to change the way we evaluate students in the present day compared to the past.
According to a research led by Bankwest Curtin Economics Centre titled "Culture, migration and educational performance: a focus on gender outcomes using Australian PISA tests," gender stereotypes and cultural norms of a child's family heritage have significant impacts on academic performance of students in Australian schools.
The OECD recently issued its new book-length report, "Measuring Innovation in Education 2019." The authors use the PISA, TIMSS, and PIRLS databases to look at changes in a slew of instructional and system practices across the OECD nations between 2006 and 2016.
For the first time in 2018, PISA assessed global competence: the capacity of students to see the world through different lenses and to appreciate different ways of thinking and cultures.Tomorrow’s schools will need to help students think for themselves, be empathetic and work with others.
The research, titled "Culture, migration and educational performance: a focus on gender outcomes using Australian PISA tests" compared 2015 Programme for International Student Assessment (PISA) test scores of non-migrant, first-generation and second-generation migrant children in Australia.The research found out that gender stereotypes and cultural norms of a child's family heritage have impacts on academic performance in Australian schools.
Saskatchewan ranks second last in turning dollars into student success out of all provinces in Canada, even after having a higher spending ratio than most other Canadian provinces. Based on PISA test scores, this articles analyzes how spending money does not necessarily increase the quality of education.