PISA and TALIS, congruence or discrepancy?
DOI:
https://doi.org/10.7203/relieve.22.1.8247Keywords:
TALIS, PISA, OECD, educational assessment, international evaluations, academic achievement, teaching practice, teaching staff, research, compulsory secondary education.Abstract
International educational evaluations on a grand scale provide information of great interest to the educational, scientific and political community. Many studies have derived from them, both nationally and internationally. On the other hand, it is well known from the beginning of these macro-assessments the diversity of opinions they have generated. In this context, the aim of the study presented here is to analyse and go deeply into the relationships between the results from PISA 2012 and those relating to teaching practice of secondary TALIS 2013, trying to find out the consistencies and discrepancies between the results of both, considering that these two evaluations should show certain coherence between the results obtained by students and teacher ratings. The descriptive analysis carried out taking the overall scores on both evaluations show obvious discrepancies, as countries occupying the top positions in the results of students in PISA are located in the last places in teaching practice of teachers. To go deeper into this aim data from TALIS-PISA link have been used, where it is assumed that more intense relationships should be produced as there is a direct link between students and teachers evaluated. The analysis also show the lack of the expected coherence. These results lead to reflect on the possible underlying causes and so it is proposed the need for a coordinated design of both evaluation processes.
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