Abstract
One of the most prominent comparative international tests in recent years is conducted by the Programme for International Student Assessment (PISA), which is used to assess students' literacy in Reading Comprehension, Mathematics, and Science. Israel has taken part in these assessments from its inception, and since then it has been gradually dropping in the world ranking. By 2015, Israeli students were located between 37-40 out of 70 countries, down from 31-33 in 2000. Using Israel's data in the PISA cycles, we aim to offer an alternative comparative view of these international results, based on measures of self-change. These measures show a consistent and significant system-wide improvement of the Israeli educational performance in all three PISA tests since 2000. Not only does this contrast with its downward trend in the international ranking, which stems from the inclusion of more countries, but the rate of change was consistently positive over time and surpassed that of its European and American counterparts. Indeed, these measures of change show a general growth of about 23 points over 15 years, which reflects a consistent improvement of 6 to 9 points in average per cycle since the 2000 results. In light of these findings, the paper discusses the significance of measurements of change in comparative international tests.
| Original language | English |
|---|---|
| Pages (from-to) | 129-146 |
| Number of pages | 18 |
| Journal | International Education Journal |
| Volume | 17 |
| Issue number | 4 |
| State | Published - 2018 |
Bibliographical note
Publisher Copyright:© 2018, Flinders University.
Keywords
- Achievements
- Education
- International tests
- Measurement of change
- PISA
ASJC Scopus subject areas
- Education
