The paper outlines various aspects of the use of computer-assisted assessment. In the PISA2006 studie, where the focus was on science literacy, and assessment included an optional computer-based component - CBAS (Computer Based Assessment of Science) administered by three countries (Denmark, Iceland and South Korea). Alongside various aspects of the development of CBAS (test development, considering ICT literacy etc.) the paper focuses on comparison of the results of the computer-based component (advantages and weakness) with results obtained in the PISA 2006 paper-based assessment of science.
F.01 Acquisition of new practical knowledge, information and skills
COBISS.SI-ID: 1212796The presentation describes the concept and methodology of the international project PISA as well as the conclusions based on the results of the project. In addition to the methodological development of the project and the data collection that needs to be carried out in accordance with the international standards, the interpretations of the results of the study are important. In education policy making the validity of the conclusions about the status of the education system and the improvements needed that are based on the results of analyses of the data is of particular importance.
F.18 Transfer of new know-how to direct users (seminars, fora, conferences)
COBISS.SI-ID: 1870423National analyses for Slovenia identified important relations between the educational achievement and negative school factors. Regression analyses show that negative factors are good predictors of the educational achievement in Slovenia. The results show significant differences in math and science achievement between groups of students - in all those groups students who experienced aggressive behavior have lower math and science achievement. This could be also the predictor of the student’s socio-economic status.
F.18 Transfer of new know-how to direct users (seminars, fora, conferences)
COBISS.SI-ID: 1802839The lecture at the conference »The influence of concept and strategy of lifelong learning on expert terminology in education« addressed the problematic use of expressions »lifelong education«, »lifelong learning«, »lifelong integrated learning«, »continnuous learning«, »permanent education« as synonims, especially as synonims for adult education. The problem is in the assumption that these expressions only indicate different aspects of the same concept or that they are different names for the aspects of the same process.
F.18 Transfer of new know-how to direct users (seminars, fora, conferences)
COBISS.SI-ID: 1818967Using the PISA 2006 database it is shown that findings about the gender differences in reading, math and science achievement of Slovenian students at the beginning of upper-secondary education change considerably when gender differences are studied within individual educational programs. A possible explanation for this seeming contradiction is gender variability in educational programs enrollment where larger proportions of high-achieving male students in comparison to their female peers enter other educational programs in addition to general and classical upper-secondary programs.
F.18 Transfer of new know-how to direct users (seminars, fora, conferences)
COBISS.SI-ID: 2082135