The outstanding performance of Shanghai students in the 4th Programme for International Student Assessment(PISA 2009)gained widespread attention at home and abroad.In this paper,the authors attribute this outstanding ...The outstanding performance of Shanghai students in the 4th Programme for International Student Assessment(PISA 2009)gained widespread attention at home and abroad.In this paper,the authors attribute this outstanding performance to three traditional factors and six modern factors.The traditional factors are high parental expectations,belief in the power of effort,and the mechanisms of personnel selection.The modern factors are the openness of Chinese education,curriculum and teaching reform,teacher training,improvement of comparatively poor schools,the financial resources allocation mechanism in compulsory education,and the reform of high school enrollment.展开更多
国际学生评估项目(Program for International Student Assessment,PISA)于2018年开始引入多阶段自适应测验(Multistage Adaptive Test,MSAT)技术,来测量学生的阅读素养水平。在此背景下,文章首先阐释了MSAT的核心概念,随后介绍了MSAT...国际学生评估项目(Program for International Student Assessment,PISA)于2018年开始引入多阶段自适应测验(Multistage Adaptive Test,MSAT)技术,来测量学生的阅读素养水平。在此背景下,文章首先阐释了MSAT的核心概念,随后介绍了MSAT的实施过程,最后在综合考虑MSAT设计、实施和结果反馈等的基础上,总结出MSAT对我国教育质量监测的启示,即收集多模态交互数据、因地制宜地使用不同测验方式、综合使用多种题目类型以及增加可修改答案的功能等。文章旨在帮助教育工作者加深对MSAT的了解和认识,以促进MSAT技术在教育质量监测中的应用。展开更多
This paper seeks to examine the quality and equality of basic education of Hong Kong based on the first three cycles of the Program for International Student Assessment(PISA).Results from these three assessments sugge...This paper seeks to examine the quality and equality of basic education of Hong Kong based on the first three cycles of the Program for International Student Assessment(PISA).Results from these three assessments suggested that the Hong Kong students have an outstanding performance in mathematics,science and reading.In particular,the performance of reading improves substantially in PISA 2006.As far as equality in education is concerned,the achievement gap of students from different socio-economic backgrounds in Hong Kong is relatively small compared with other countries.However,the academic performance variation between-schools suggest that,there is still academic segregation among secondary schools in Hong Kong although it has been reduced slightly in the PISA 2006.展开更多
The introduced policy of“synchronized enrollment of public and private schools”has once again triggered the debate on the effectiveness of public and private schools.Based on the data of the Program for Internationa...The introduced policy of“synchronized enrollment of public and private schools”has once again triggered the debate on the effectiveness of public and private schools.Based on the data of the Program for International Student Assessment(PISA)2018 from four Chinese provinces and municipalities,this paper explores whether private schools gain a relative advantage in student academic performance through student“screening”or academic“meritocracy,”through a hierarchical linear model(HLM)and an empirical test of the propensity score matching(PSM).It has been found that the academic performance of students in private schools is significantly better than that in public schools.But with background,metacognitive ability,and learning hours of students in private schools controlled for,such academic performance is not significantly superior,suggesting that private schools rely heavily on student“screening”to achieve a relative advantage in student academic performance.This finding has also verified the scientific nature of the above policy.展开更多
The quantitative and qualitative supply of teachers has a significant influence on student academic performance.Based on the samples collected from four provinces and municipalities in China for the Program for Intern...The quantitative and qualitative supply of teachers has a significant influence on student academic performance.Based on the samples collected from four provinces and municipalities in China for the Program for International Student Assessment(PISA)2018,this study analyzes the effects of the supply of teachers on the academic performance of 15-year-old students through a hierarchical linear model(HLM)as well as a quantile regression model.The study has found that the shortage of teachers and the proportion of teachers with a master’s degree significantly affect student academic performance,and the supply of teachers with higher degrees has a decreasing marginal benefit on student academic performance;its best marginal benefit on student academic performance is achieved when the proportion of teachers with a master’s degree reaches about 75%.For students in different academic performance subgroups,the marginal benefit of an increase in the proportion of teachers with a master’s degree in schools is higher for“top students”than for“students with learning difficulties.”In terms of the difference between urban and rural areas,the shortage of teachers in rural schools is more prominent than that in urban schools,and teachers with higher degrees tend to cluster in core cities.The marginal benefit of an increase in the proportion of teachers with a master’s degree is higher for improving student academic performance in rural areas.Therefore,it is recommended to design a policy of differentiated compensatory earnings for rural teachers,and efforts should be enhanced to promote programs for supporting high-quality teachers.In addition,the allocation of teachers should follow the principle of“differentiated equity,”and more differentiated teaching strategies should be adopted for students with different academic abilities.展开更多
The purpose of this study is to systematically showcase and evaluate how students’,schools’,and countries’Information and Communication Technology(ICT)development levels influence students’digital reading literacy...The purpose of this study is to systematically showcase and evaluate how students’,schools’,and countries’Information and Communication Technology(ICT)development levels influence students’digital reading literacy by using the data of the Program for International Student Assessment(PISA)2018 and the multi-level model approach.It is found that the ICT development at each level has a significant positive effect on students’digital reading literacy,and there is a significant interactive moderating effect between different levels.The gap in ICT development levels between the countries participating in the Belt and Road Initiative(BRI)and developed economies has a“Matthew effect”in widening the digital reading literacy gap in the short term,but in the long run,the faster growth of the countries participating in BRI in ICT development levels will narrow the gap and alleviate the effect.China should make use of its advantages in ICT development to engage in global education governance,facilitate the co-development in both the ICT development level and the digital reading literacy for the countries participating in BRI,and contribute to the development of global education by opening up a new way of development.展开更多
文摘The outstanding performance of Shanghai students in the 4th Programme for International Student Assessment(PISA 2009)gained widespread attention at home and abroad.In this paper,the authors attribute this outstanding performance to three traditional factors and six modern factors.The traditional factors are high parental expectations,belief in the power of effort,and the mechanisms of personnel selection.The modern factors are the openness of Chinese education,curriculum and teaching reform,teacher training,improvement of comparatively poor schools,the financial resources allocation mechanism in compulsory education,and the reform of high school enrollment.
文摘国际学生评估项目(Program for International Student Assessment,PISA)于2018年开始引入多阶段自适应测验(Multistage Adaptive Test,MSAT)技术,来测量学生的阅读素养水平。在此背景下,文章首先阐释了MSAT的核心概念,随后介绍了MSAT的实施过程,最后在综合考虑MSAT设计、实施和结果反馈等的基础上,总结出MSAT对我国教育质量监测的启示,即收集多模态交互数据、因地制宜地使用不同测验方式、综合使用多种题目类型以及增加可修改答案的功能等。文章旨在帮助教育工作者加深对MSAT的了解和认识,以促进MSAT技术在教育质量监测中的应用。
文摘This paper seeks to examine the quality and equality of basic education of Hong Kong based on the first three cycles of the Program for International Student Assessment(PISA).Results from these three assessments suggested that the Hong Kong students have an outstanding performance in mathematics,science and reading.In particular,the performance of reading improves substantially in PISA 2006.As far as equality in education is concerned,the achievement gap of students from different socio-economic backgrounds in Hong Kong is relatively small compared with other countries.However,the academic performance variation between-schools suggest that,there is still academic segregation among secondary schools in Hong Kong although it has been reduced slightly in the PISA 2006.
文摘The introduced policy of“synchronized enrollment of public and private schools”has once again triggered the debate on the effectiveness of public and private schools.Based on the data of the Program for International Student Assessment(PISA)2018 from four Chinese provinces and municipalities,this paper explores whether private schools gain a relative advantage in student academic performance through student“screening”or academic“meritocracy,”through a hierarchical linear model(HLM)and an empirical test of the propensity score matching(PSM).It has been found that the academic performance of students in private schools is significantly better than that in public schools.But with background,metacognitive ability,and learning hours of students in private schools controlled for,such academic performance is not significantly superior,suggesting that private schools rely heavily on student“screening”to achieve a relative advantage in student academic performance.This finding has also verified the scientific nature of the above policy.
文摘The quantitative and qualitative supply of teachers has a significant influence on student academic performance.Based on the samples collected from four provinces and municipalities in China for the Program for International Student Assessment(PISA)2018,this study analyzes the effects of the supply of teachers on the academic performance of 15-year-old students through a hierarchical linear model(HLM)as well as a quantile regression model.The study has found that the shortage of teachers and the proportion of teachers with a master’s degree significantly affect student academic performance,and the supply of teachers with higher degrees has a decreasing marginal benefit on student academic performance;its best marginal benefit on student academic performance is achieved when the proportion of teachers with a master’s degree reaches about 75%.For students in different academic performance subgroups,the marginal benefit of an increase in the proportion of teachers with a master’s degree in schools is higher for“top students”than for“students with learning difficulties.”In terms of the difference between urban and rural areas,the shortage of teachers in rural schools is more prominent than that in urban schools,and teachers with higher degrees tend to cluster in core cities.The marginal benefit of an increase in the proportion of teachers with a master’s degree is higher for improving student academic performance in rural areas.Therefore,it is recommended to design a policy of differentiated compensatory earnings for rural teachers,and efforts should be enhanced to promote programs for supporting high-quality teachers.In addition,the allocation of teachers should follow the principle of“differentiated equity,”and more differentiated teaching strategies should be adopted for students with different academic abilities.
基金project“Studies on the Language Proficiency Standard and Development of English Teachers in Primary and Secondary Schools from the Perspective of Core Literacy”(No.17XYY029)supported by the National Social Science Fund of Chinaa part of the international and regional study funded by the Ministry of Education of the People’s Republic of China“The International Comparison of Primary and Secondary School Teachers’Status and Salaries and Strategies on How to Improve Them:Taking Poland,Finland,Germany,the United States,Japan,Republic of Korea,and China as Examples”(No.19GBQY027).
文摘The purpose of this study is to systematically showcase and evaluate how students’,schools’,and countries’Information and Communication Technology(ICT)development levels influence students’digital reading literacy by using the data of the Program for International Student Assessment(PISA)2018 and the multi-level model approach.It is found that the ICT development at each level has a significant positive effect on students’digital reading literacy,and there is a significant interactive moderating effect between different levels.The gap in ICT development levels between the countries participating in the Belt and Road Initiative(BRI)and developed economies has a“Matthew effect”in widening the digital reading literacy gap in the short term,but in the long run,the faster growth of the countries participating in BRI in ICT development levels will narrow the gap and alleviate the effect.China should make use of its advantages in ICT development to engage in global education governance,facilitate the co-development in both the ICT development level and the digital reading literacy for the countries participating in BRI,and contribute to the development of global education by opening up a new way of development.
