Page 21 - Educational Research Institute: A few facts. Pedagoški inštitut: Ljubljana, 2019.
P. 21
ernational Comparative Research Studies
in the Field of Knowledge
Large comparative research studies in the field of knowledge are 19
being directed by two international organisations, i.e. the OECD
(Organisation for Economic Co-operation and Development) and
the IEA (International Association for the Evaluation of Educational
Achievement). Additionally, several other organisations are
spearheading other research with a more narrow, regional scope.
The Educational Research Institute in Slovenia coordinates said
international comparative research studies in the field of knowledge
(also known as “international large-scale student assessments –
the “ILSA”), as well as educational comparative studies, for both
organisations, e.g. for the IEA and for the OECD. It is important that
reliable and quantifiable data related to the state of our educational
system are available in Slovenia, and that said data and indicators
are being collected on a regular basis (in several cycles). This
applies to both the elementary level (that the IEA research studies
are usually oriented towards, with the exception of the TIMSS
Advanced research) and the secondary level (that the OECD PISA
usually deals with). Fundamentally, organisations adopt different
approaches when it comes to the conceptualisation of their
research projects. While the IEA research mainly focuses on
academic knowledge, the manner in which it is obtained,
transformed, etc., and, above all, its curricular foundations (which
is why different types of literacy are generally measured in the 4th
and 8th grades, during the period of compulsory education), the
PISA mostly focuses on competencies being researched in relation
to how young, schooled 15-year-olds are prepared to enter the
labour market and life, instead of focusing on where they acquired
these competencies. In this context, we are only mentioning this
characteristic; other differences between these two global
organisations are namely also arising from different
conceptualisations of measurement domains when it comes to
collecting data. However, it is important to point out that these
research projects do not only collect data related to different types
of literacy/competencies of pupils/students, but also collect other
background data that better explain their achievements. Different
questionnaires are therefore included in different research projects:
for pupils/students, for schools or their principals, for teachers, for
parents (in one instance), and national contextual questionnaires.
What international comparative research projects are being
in the Field of Knowledge
Large comparative research studies in the field of knowledge are 19
being directed by two international organisations, i.e. the OECD
(Organisation for Economic Co-operation and Development) and
the IEA (International Association for the Evaluation of Educational
Achievement). Additionally, several other organisations are
spearheading other research with a more narrow, regional scope.
The Educational Research Institute in Slovenia coordinates said
international comparative research studies in the field of knowledge
(also known as “international large-scale student assessments –
the “ILSA”), as well as educational comparative studies, for both
organisations, e.g. for the IEA and for the OECD. It is important that
reliable and quantifiable data related to the state of our educational
system are available in Slovenia, and that said data and indicators
are being collected on a regular basis (in several cycles). This
applies to both the elementary level (that the IEA research studies
are usually oriented towards, with the exception of the TIMSS
Advanced research) and the secondary level (that the OECD PISA
usually deals with). Fundamentally, organisations adopt different
approaches when it comes to the conceptualisation of their
research projects. While the IEA research mainly focuses on
academic knowledge, the manner in which it is obtained,
transformed, etc., and, above all, its curricular foundations (which
is why different types of literacy are generally measured in the 4th
and 8th grades, during the period of compulsory education), the
PISA mostly focuses on competencies being researched in relation
to how young, schooled 15-year-olds are prepared to enter the
labour market and life, instead of focusing on where they acquired
these competencies. In this context, we are only mentioning this
characteristic; other differences between these two global
organisations are namely also arising from different
conceptualisations of measurement domains when it comes to
collecting data. However, it is important to point out that these
research projects do not only collect data related to different types
of literacy/competencies of pupils/students, but also collect other
background data that better explain their achievements. Different
questionnaires are therefore included in different research projects:
for pupils/students, for schools or their principals, for teachers, for
parents (in one instance), and national contextual questionnaires.
What international comparative research projects are being
