Improving a country’s education: PISA 2018 Results in 10 Countries

• Autor(a) principal: Crato, Nuno
• Data de Publicação: 2021
• Tipo de documento: Livro
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.5/27725
• topic: Programme for International Student Assessment (PISA); Trends in International Mathematics and Science Studies (TMSS); Educational Systems; Results in 10 Countries

This book is probably one of the first to be published, or even the first, about the results of the Programme for International Student Assessment (PISA) 2018. It discusses how PISA results in ten different countries have evolved and what makes countries change. Information on each country’s educational system contextualizes the discussion about PISA and other Large-Scale International Assessments’ results, such as TIMSS, Trends in International Mathematics and Science Studies. One reason only made it possible for us to present this work to the reader with such a short delay after PISA results were published in December 2019: we were very fortunate to be able to gather an exceptionally knowledgeable and generous group of international experts. The ten countries discussed in this volume represent a wide variety of educational systems, from Australia and Taiwan, in the East, to England, Estonia, Finland, Poland, Portugal and Spain, in Europe, and to Chile and the USA, in the Americas. We have high-performing countries, countries that are around the OECD average, and countries that are struggling to attain the OECD average. Each country has its history that reflects efforts to improve educational achievement. The book is organized as follows. Each chapter is a data-based essay about the evolution of a specific country, discussed and supported by PISA results and other data, and represents the personal stance of the authors. Thus, each author represents his or her own views and not those from his or her institution or government. Each author draws on published data, as well as on a vast set of information and supports his or her view with data and reliable information. The introductory chapter gathers my reading of the ten chapters. It follows the same principles: I express my views freely, but support them with the best information available. I do not claim to voice the opinion of the authors, and I am the sole responsible for what I wrote. A final chapter introduced following a Springer referee suggestion provides the necessary background in order to understand what PISA measures and how. It shows examples of PISA and TIMSS questions that convey a better idea on what the results of these surveys mean about students’ knowledge and skills. I am honored to edit this book, and I am sure it will be useful to all those interested in understanding what it takes to improve a country’s education system.