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PISA 2009 in Austria : results, changes and the difficulty in explaining changeSchreiner, ClaudiaPolitika na področju izobraževanja potrebuje danes racionalno odločanje, utemeljeno na podatkih (kjer so izpostavljene tudi močne in šibke točke), ki so podlaga za sistematičen razvoj kakovosti. ... Napredek ocenjujemo z uporabo mejnikov (benchmarkov) ter s primerjavami med različnimi šolskimi sistemi. Monitoring, stalno opazovanje omejitev in predpogojev, procesov in rezultatov v šolskem sistemu s pomočjo raziskav daje podatke - in raziskava PISA se je v zadnjem desetletju pokazala kot glavna sestavina na podatkih temelječe strategije izobraževanja v Avstriji. Rezultati raziskave PISA 2009 so bili za Avstrijo nekoliko presenetljivi, še posebej precejšnje spremembe v povprečnih dosežkih. Slednje še posebej velja za področje bralne pismenosti, kjer so rezultati zdrsnili za 20 točk v primerjavi z letom 2006. In ravno te spremembeni mogoče enostavno pojasniti z dokumentiranimi spremembami avstrijskega šolskega sistema.Source: Šolsko polje : revija za teorijo in raziskave vzgoje in izobraževanja. - ISSN 1581-6036 (Letn. 22, št. 5/6, 2011, str. 123-136, 223-224)Type of material - article, component partPublish date - 2011Language - englishCOBISS.SI-ID - 2347351
Author
Schreiner, Claudia
Topics
vzgoja in izobraževanje |
bralna pismenost |
branje |
bralnost |
Avstrija |
PISA 2009 |
raziskave |
PISA 2009 |
reading literacy |
achievements |
evidence-based policy |
education
source: Šolsko polje : revija za teorijo in raziskave vzgoje in izobraževanja. - ISSN 1581-6036 (Letn. 22, št. 5/6, 2011, str. 123-136, 223-224)
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Schreiner, Claudia |
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