Sélectionner | Date Date | Titre Titre | |||
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No. 300 | 26 Oct 2023 |
Indicators of inclusion in education
Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a... |
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No. 299 | 08 Aug 2023 |
Digital equity and inclusion in education
Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities,... |
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No. 298 | 03 Aug 2023 |
Does English instruction teach more reading than listening skills?
This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds... |
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No. 297 | 05 Jun 2023 |
Agency in the Anthropocene
An important construct to be measured in the Programme for International Student Assessment (PISA) 2025 is the degree to which 15-year-olds are knowledgeable of, concerned about, and able to act on environmental issues as a result of their science... |
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No. 296 | 01 Jun 2023 |
What systematic connections should we have around schools to support the work of teachers?
Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from... |
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No. 295 | 31 May 2023 |
Professional development for digital competencies in early childhood education and care
Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education,... |
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No. 294 | 31 May 2023 |
Digital technologies to support young children with special needs in early childhood education and care
This review examines the current literature on the use of digital technologies to support young children with special needs in early childhood education and care (ECEC). It identifies four key areas of focus, which relate to understanding and... |
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No. 293 | 26 May 2023 |
The assessment of students’ creative and critical thinking skills in higher education across OECD countries
Developed as one of the resources within the context of the OECD Centre for Educational Research and Innovation (CERI) project entitled “Fostering and assessing creativity and critical thinking skills in higher education”, this paper reviews existing... |
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No. 292 | 11 May 2023 |
Catching up on lost learning opportunities
Climate change and natural disasters, the COVID-19 pandemic, and geopolitical shocks have increasingly disrupted school education around the world in recent years. Whether leading to school closures, school destructions or repeated interruptions in... |
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No. 291 | 27 Apr 2023 |
A Bayesian workflow for the analysis and reporting of international large-scale surveys
This report aims to showcase the value of implementing a Bayesian framework to analyse and report results from international large-scale surveys and provide guidance to users who want to analyse the data using this approach. The motivation for this... |
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No. 290 | 20 Apr 2023 |
Translation and adaptation processes in TALIS 2018
The international instruments of the Teaching and Learning International Survey (TALIS) require national adaptations and translation before data collection processes begin. This paper provides an assessment of the processes used in TALIS 2018, based... |
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No. 289 | 19 Apr 2023 |
Managing student transitions into upper secondary pathways
Many factors influence students’ experiences in upper secondary education and beyond, including upper secondary curricula, programme design and support for students. But a good transition from earlier levels of education is the first, essential step... |
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No. 288 | 05 Apr 2023 |
The design of upper secondary education across OECD countries
How is upper secondary education organised across OECD countries? This level of education, which most frequently serves students aged between 15 to 18, is generally the first time when learners have significant capacity to shape the content of their... |
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No. 287 | 21 Feb 2023 |
AI scoring for international large-scale assessments using a deep learning model and multilingual data
Artificial Intelligence (AI) scoring for constructed-response items, using recent advancements in multilingual, deep learning techniques utilising models pre-trained with a massive multilingual text corpus, is examined using international large-scale... |
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No. 286 | 25 Jan 2023 |
The uses of process data in large-scale educational assessments
The digital transition in educational testing has introduced many new opportunities for technology to enhance large-scale assessments. These include the potential to collect and use log data on test-taker response processes routinely, and on a large... |
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No. 285 | 19 Dec 2022 |
More than just a go-between
Despite the widespread effort to increase and improve the use of evidence in policy making and practice, practical efforts to enhance research-policy-practice engagement in the education sector often fall short of their ambition. Little is known... |
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No. 284 | 19 Dec 2022 |
A snapshot of equity and inclusion in OECD education systems
The Strength through Diversity Policy Survey collected information from 34 education systems on their policies and practices for equity/inclusion. The Survey revealed a great variation among the definitions of equity/inclusion, as well as among the... |
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No. 283 | 19 Dec 2022 |
Cross-sector and interprofessional collaborations
OECD education systems place a premium on high-quality teaching and look to strengthen the attractiveness of the teaching profession in the mid- to long-term. This paper considers if, when and under what circumstances new or ameliorated... |
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No. 282 | 16 Dec 2022 |
Theoretical considerations on scaling methodology in PISA
OECD Programme for International Student Assessment (PISA) scaling methodologies are reviewed from the mathematical perspective. In particular, the paper aims to elucidate the model structures and the model assumptions of item response theory used in... |
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No. 281 | 18 Nov 2022 |
Digital higher education
Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID 19 pandemic has led to... |
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OECD Education Working Papers
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- ISSN : 19939019 (en ligne)
- https://doi.org/10.1787/19939019
21 - 40 of 319 results
Indicators of inclusion in education
Cecilia Mezzanotte et Claire Calvel
26 Oct 2023
Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a...
Digital equity and inclusion in education
Francesca Gottschalk et Crystal Weise
08 Aug 2023
Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities,...
Does English instruction teach more reading than listening skills?
Gabriele Marconi
03 Aug 2023
This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds...
Agency in the Anthropocene
Peta J. White, Nicole M. Ardoin, Chris Eames et Martha C. Monroe
05 Jun 2023
An important construct to be measured in the Programme for International Student Assessment (PISA) 2025 is the degree to which 15-year-olds are knowledgeable of, concerned about, and able to act on environmental issues as a result of their science...
What systematic connections should we have around schools to support the work of teachers?
Jason McGrath
01 Jun 2023
Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from...
Professional development for digital competencies in early childhood education and care
Maria Dardanou, Maria Hatzigianni, Sarika Kewalramani et Ioanna Palaiologou
31 May 2023
Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education,...
Digital technologies to support young children with special needs in early childhood education and care
Peta Wyeth, Lisa Kervin, Susan Danby, Natalie Day et Aisha Darmansjah
31 May 2023
This review examines the current literature on the use of digital technologies to support young children with special needs in early childhood education and care (ECEC). It identifies four key areas of focus, which relate to understanding and...
The assessment of students’ creative and critical thinking skills in higher education across OECD countries
Mathias Bouckaert
26 May 2023
Developed as one of the resources within the context of the OECD Centre for Educational Research and Innovation (CERI) project entitled “Fostering and assessing creativity and critical thinking skills in higher education”, this paper reviews existing...
Catching up on lost learning opportunities
Andreea Minea-Pic
11 May 2023
Climate change and natural disasters, the COVID-19 pandemic, and geopolitical shocks have increasingly disrupted school education around the world in recent years. Whether leading to school closures, school destructions or repeated interruptions in...
A Bayesian workflow for the analysis and reporting of international large-scale surveys
David Kaplan et Kjorte Harra
27 Apr 2023
This report aims to showcase the value of implementing a Bayesian framework to analyse and report results from international large-scale surveys and provide guidance to users who want to analyse the data using this approach. The motivation for this...
Translation and adaptation processes in TALIS 2018
Béatrice Halleux
20 Apr 2023
The international instruments of the Teaching and Learning International Survey (TALIS) require national adaptations and translation before data collection processes begin. This paper provides an assessment of the processes used in TALIS 2018, based...
Managing student transitions into upper secondary pathways
Anna Vitoria Perico E Santos
19 Apr 2023
Many factors influence students’ experiences in upper secondary education and beyond, including upper secondary curricula, programme design and support for students. But a good transition from earlier levels of education is the first, essential step...
The design of upper secondary education across OECD countries
Camilla Stronati
05 Apr 2023
How is upper secondary education organised across OECD countries? This level of education, which most frequently serves students aged between 15 to 18, is generally the first time when learners have significant capacity to shape the content of their...
AI scoring for international large-scale assessments using a deep learning model and multilingual data
Tomoya Okubo, Wayne Houlden, Paul Montuoro, Nate Reinertsen, Chi Sum Tse et Tanja Bastianic
21 Feb 2023
Artificial Intelligence (AI) scoring for constructed-response items, using recent advancements in multilingual, deep learning techniques utilising models pre-trained with a massive multilingual text corpus, is examined using international large-scale...
The uses of process data in large-scale educational assessments
Bryan Maddox
25 Jan 2023
The digital transition in educational testing has introduced many new opportunities for technology to enhance large-scale assessments. These include the potential to collect and use log data on test-taker response processes routinely, and on a large...
More than just a go-between
José Manuel Torres et Mykolas Steponavičius
19 Dec 2022
Despite the widespread effort to increase and improve the use of evidence in policy making and practice, practical efforts to enhance research-policy-practice engagement in the education sector often fall short of their ambition. Little is known...
A snapshot of equity and inclusion in OECD education systems
Samo Varsik
19 Dec 2022
The Strength through Diversity Policy Survey collected information from 34 education systems on their policies and practices for equity/inclusion. The Survey revealed a great variation among the definitions of equity/inclusion, as well as among the...
Cross-sector and interprofessional collaborations
Daniel Nilsson Brodén
19 Dec 2022
OECD education systems place a premium on high-quality teaching and look to strengthen the attractiveness of the teaching profession in the mid- to long-term. This paper considers if, when and under what circumstances new or ameliorated...
Theoretical considerations on scaling methodology in PISA
Tomoya Okubo
16 Dec 2022
OECD Programme for International Student Assessment (PISA) scaling methodologies are reviewed from the mathematical perspective. In particular, the paper aims to elucidate the model structures and the model assumptions of item response theory used in...
Digital higher education
François Staring, Mark Brown, Paul Bacsich et Dirk Ifenthaler
18 Nov 2022
Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID 19 pandemic has led to...