Policy Perils of International Comparisons: The TIMSS Case.

摘要: Just as there is no magic bullet for improving an education system, so clear path to be found by trying imitate "successful" neighbors, Mr. Atkin and Black conclude. In late 1996, the Third International Mathematics Science Study (TIMSS) began release results of its 1995 examination status science mathematics in 45 countries. TIMSS measured student achievement. It also analyzed curricula, instructional practices, certain teacher characteristics. The study that U.S. performance on eighth-grade tests was about average - comparable Germany other countries northern Europe but markedly below Korea, Singapore, Japan. At time initial data were released, National Research Center launched a major effort provide analysis suggest policy recommendations. Coincident with research, Organisation Economic Cooperation Development (OECD) initiated somewhat different science, mathematics, technology education.(1) Thirteen countries, all which part well, participated. While centered exclusively current subjects question, OECD focused entirely innovations changes are make their existing programs. importance distinction purposes this: among 13 participated study, universal unhappiness present state education. Much dissatisfaction runs deep. Furthermore, intensity independent rank order these scores. All (including Japan, only Asian country study) Some profound. purpose this article compare contrast messages can inferred from two studies. They differ. Neither confirm or disconfirm other. Moreover, we shall point out, strong recommendations advanced group find little basis themselves (at least those reported far) raise far more questions than research answer. Australia (Tasmania), Austria, Canada (British Columbia Ontario), France, Germany, Ireland, Netherlands, Norway, United Kingdom (Scotland), Spain, Switzerland, States. generated 23 case studies innovations, Canada, Norway producing each States, eight. intergovernmental agency 26 (24 when early 1990s) conducts interest members. No large investigation without approval relevant governing body. These bodies constituted officially designated representatives participating Thus activities linked closely government concerns. Each selected specific innovation it wanted examine. Since context reform differs country, approaches chosen illuminate differences impact content selection, strategies change, teaching strategies, assessment. Because not individuals, belong OECD, strongest relevance makers tended chosen. most instances, ministries, appropriate governmental bodies, made choice. some federal systems, such responsibility selection delegated states provinces. …