PISA Eğitim Sistemlerinin Performansı Hakkında Bize Ne Söylüyor?

Year 2020, Volume: 9 Issue: 2, 217 - 228, 05.06.2020

Mahmut Özer

https://doi.org/10.14686/buefad.697153

Cited By: 12

Abstract

Eğitim sistemlerinin performansı dünyada yoğun tartışmaların yapıldığı bir alanı oluşturmaktadır. Uluslararası Öğrenci Değerlendirme Programı (PISA) gibi uluslararası öğrenci başarı araştırmaları, öğrencilerin modern topluma ve işgücüne katılım için ne kadar hazır oldukları ile ilgili bilgi sağladığı için ülkeler arası başarı farkları politika yapıcılar için büyük baskı oluşturmaktadır. Bu baskı dolayısıyla, birçok ülke, başarı farklarının ulusal arka planına yeterince odaklanamadan eğitim sistemlerinde ciddi revizyona gitmektedir. Eğitim sistemlerinin bütününü izleyen ve değerlendiren ulusal izleme ve değerlendirme sistemlerinin olmaması da sorunların arka planını doğru tespit edememe riskini artırmaktadır. Bu çalışmada, özellikle PISA araştırmalarında ülkeler arası başarı farklarının arka planında işlev gören faktörler ele alınmakta ve ülkelerin kültürel ve sosyal bağlam farklarından bağımsız olarak öğrenci başarısında etkin olan en önemli faktörler belirlenmeye çalışılmaktadır. Bu bağlamda en önemli üç faktörün, öğretmen kalitesi, öğrencilerin okul ayrıştırmalarının geciktirilmesi ve özellikle dezavantajlı okulları daha fazla göz önüne alacak şekilde okullara kaynak dağıtılması olduğu görülmektedir. Ayrıca, uluslararası öğrenci başarı araştırma sonuçlarını sağlıklı değerlendirebilmek ve daha gerçekçi politikalar geliştirebilmek için eğitim sisteminin bütününe bakan bir ulusal izleme ve değerlendirme sisteminin kurulması önerilmektedir.

Keywords

değerlendirme, öğrenci başarısı, okul ayrıştırma, PISA, sosyoekonomik statü

What Does PISA Tell Us About Performance of Education Systems?

Abstract

The performance of education systems is an area where intense discussions take place around the world. Since international student achievement researches, such as the Program for International Student Assessment (PISA), provide information about readiness of students to modern society and participation to workforce differences in achievements between countries create great pressure for policy makers. Due to this pressure, many countries implement serious revisions in their education systems without adequately focusing on the national background of differences. Lack of national monitoring studies also increases the probability of inaccurate identifying the background of problems. In this study, the factors that function on the background of achievement differences between countries, especially in PISA studies, are tried to be determined and the most important factors that are effective in student achievement, which are independent of the cultural and social context differences of the countries, are tried to be specified. It is seen that the three major factors are teacher quality, delaying students' school tracking and allocating resources to schools, considering disadvantaged schools as priority. In addition, it is recommended to establish a national monitoring and evaluation system to evaluate international student achievement research results in healthier way and to develop more realistic policies.

Keywords

assessment, PISA, school tracking, socioeconomic status, student achievement

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