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href="https://www.academia.edu/50722784/The_Impact_of_Grade_Repetition_in_Student_Performance_in_Reading_Literacy"><img alt="Research paper thumbnail of The Impact of Grade Repetition in Student Performance in Reading Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/68596201/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50722784/The_Impact_of_Grade_Repetition_in_Student_Performance_in_Reading_Literacy">The Impact of Grade Repetition in Student Performance in Reading Literacy</a></div><div class="wp-workCard_item"><span>Conference Proceedings of The Future of Education 2021 </span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Since 2000 that PISA has been provided information of the Portuguese school system in what concer...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Since 2000 that PISA has been provided information of the Portuguese school system in what concerns the competences of the Portuguese 15-years-old students. From 2000 to 2006 the Portuguese students performed modestly in all three competences evaluated: reading literacy, mathematics literacy and scientific literacy. However in 2009 Portugal results have increased reaching the OECD average in reading literacy and so far the results have remained at the OECD average. A first exploration of the 2009 PISA database showed a big change in the distribution of the Portuguese students by grade. The typical grade of a 15-year-old student in Portugal is the 10th grade, the first grade of ISCED 3, although in Portugal in 2006 almost 50% of the students who participated in PISA were in the 9th grade or less. And these students have been affected by the phenomenon of grade repetition and some of them have been repeating the same grade more than once. From 2006 to 2009 Portugal has made an effort to reduce the high grade repetition rates in all levels of education from 19.1% in ISCED 2 and 30.6% in ISCED 3 in 2006 to 13.8% in ISCED 2 and 18, 7% in ISCED 3 in 2009. The problem of grade repetition in Portugal is not only due to the high rates, one of the highest in the OECD countries [4], but also this phenomenon is even more serious because often a student who repeats a year tends to repeat once again entering into what is known as a cycle of repetition. This difficult the students recovery and progress in education and before 2006, when several educational measures were implemented, these cycles of repetition were the major cause of drop-outs from school [1][2][3]. The PISA Student Questionnaire collects information about this phenomenon in two different ways: one indirectly, asking students in what grade they are and other directly, asking students how many times they repeat a grade. With this analysis we intend to answer the following questions: (a) What is the association between grade repetition and reading performance? (b) How can we characterize grade repetition in Portugal compared to other countries that participated in PISA 2000, 2009 and 2018? (c) What are the characteristics of students retained in Portugal in terms of cultural and socioeconomic status, gender, type and location of school, immigrant status, household income and expenditure on education? (d) What is the effect of being retained on the student's performance in reading? And how it evolved from 2000 to 2018?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="28e85e0a381da96afce7aaf308cb0086" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68596201,"asset_id":50722784,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68596201/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50722784"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50722784"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50722784; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49366685"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/49366685/O_PISA_e_a_participa%C3%A7%C3%A3o_de_Portugal"><img alt="Research paper thumbnail of O PISA e a participação de Portugal" class="work-thumbnail" src="https://attachments.academia-assets.com/67742363/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/49366685/O_PISA_e_a_participa%C3%A7%C3%A3o_de_Portugal">O PISA e a participação de Portugal</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PISA (Programme for International Student Assessment) is an international student assessment prog...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PISA (Programme for International Student Assessment) is an international student assessment program of reading, mathematics and science literacy promoted by the OECD since 2000. With a specific framework of evaluation produced by OECD and with an extensive set of objective and rigorous rules and procedures for implementing the program, the OECD provides, through the work of an international consortium developed in close coordination with participating countries, a uniform and comparable implementation of PISA in all participating countries. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12138487"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12138487/O_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAV%C3%89S_DOS_MEDIA"><img alt="Research paper thumbnail of O IMPACTO DO PISA EM PORTUGAL ATRAVÉS DOS MEDIA" class="work-thumbnail" src="https://attachments.academia-assets.com/37446472/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12138487/O_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAV%C3%89S_DOS_MEDIA">O IMPACTO DO PISA EM PORTUGAL ATRAVÉS DOS MEDIA</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ipcb.academia.edu/ValterLemos">Valter Lemos</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PISA has been an instrument of action of the OECD with public impact and influence on education p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. This article looks at how PISA and dissemination of results from Portuguese students were treated in three media of national reference between 2001 and 2012: the daily newspaper Diário de Notícias, the weekly newspaper Expresso and the weekly Visão. It was concluded that the national media have been playing an important role in disseminating the PISA results, with a significant increase in the number of news stories, helping to shape the national education policy often when establishing relationship between PISA and concrete policy measures where this program seems to appear as legitimizing element of political decision.<br />Keywords: PISA, OCDE, media</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="32b30e30e4ce48eec480d844b8d07c3c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37446472,"asset_id":12138487,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37446472/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12138487"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12138487"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12138487; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12138487]").text(description); $(".js-view-count[data-work-id=12138487]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12138487; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12138487']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "32b30e30e4ce48eec480d844b8d07c3c" } } $('.js-work-strip[data-work-id=12138487]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12138487,"title":"O IMPACTO DO PISA EM PORTUGAL ATRAVÉS DOS MEDIA","translated_title":"","metadata":{"abstract":"PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. This article looks at how PISA and dissemination of results from Portuguese students were treated in three media of national reference between 2001 and 2012: the daily newspaper Diário de Notícias, the weekly newspaper Expresso and the weekly Visão. It was concluded that the national media have been playing an important role in disseminating the PISA results, with a significant increase in the number of news stories, helping to shape the national education policy often when establishing relationship between PISA and concrete policy measures where this program seems to appear as legitimizing element of political decision.\nKeywords: PISA, OCDE, media"},"translated_abstract":"PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. This article looks at how PISA and dissemination of results from Portuguese students were treated in three media of national reference between 2001 and 2012: the daily newspaper Diário de Notícias, the weekly newspaper Expresso and the weekly Visão. It was concluded that the national media have been playing an important role in disseminating the PISA results, with a significant increase in the number of news stories, helping to shape the national education policy often when establishing relationship between PISA and concrete policy measures where this program seems to appear as legitimizing element of political decision.\nKeywords: PISA, OCDE, media","internal_url":"https://www.academia.edu/12138487/O_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAV%C3%89S_DOS_MEDIA","translated_internal_url":"","created_at":"2015-04-28T07:50:00.229-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":463133,"work_id":12138487,"tagging_user_id":6230573,"tagged_user_id":30676434,"co_author_invite_id":181425,"email":"v***s@ipcb.pt","affiliation":"Instituto Politécnico de Castelo Branco","display_order":null,"name":"Valter Lemos","title":"O IMPACTO DO PISA EM PORTUGAL ATRAVÉS DOS MEDIA"}],"downloadable_attachments":[{"id":37446472,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37446472/thumbnails/1.jpg","file_name":"3310-18012-1-PB.pdf","download_url":"https://www.academia.edu/attachments/37446472/download_file","bulk_download_file_name":"O_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAVES_DO.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37446472/3310-18012-1-PB-libre.pdf?1430232950=\u0026response-content-disposition=attachment%3B+filename%3DO_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAVES_DO.pdf\u0026Expires=1738756119\u0026Signature=Rz~fFEv~0z2Ohf5Vw4HG9OuqhPUaO4281wZ3nLARE5ovpQTW3lr2iMv~DJ6KJpxiI13Gl1jO64asNE7a0XVBELcgQG4xa8MJcL-XvX55Uzwj1y761ft2k0x6DTYhZyndgS8KxlcOVKWdGUAF7zCMrO4CfKlP5vzPlG7P5mkB9oul3-9g3llsqbXfMcBYUGz5BtRMGtzbl3iNWjBzglOy3oJShVLcD64d9jZjZXrPXKZI1jpv10FbaV6Lj~EfLjC-uTUpwhEQazGNwS~D4U3f853VKxJsTsiGhepIGczBIAoca1l0eN-V7PMmwd-COuvUItMS9omMngZ7PlffzdqO6w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"O_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAVÉS_DOS_MEDIA","translated_slug":"","page_count":18,"language":"pt","content_type":"Work","summary":"PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. 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It was concluded that the national media have been playing an important role in disseminating the PISA results, with a significant increase in the number of news stories, helping to shape the national education policy often when establishing relationship between PISA and concrete policy measures where this program seems to appear as legitimizing element of political decision.\nKeywords: PISA, OCDE, media","owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[{"id":37446472,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37446472/thumbnails/1.jpg","file_name":"3310-18012-1-PB.pdf","download_url":"https://www.academia.edu/attachments/37446472/download_file","bulk_download_file_name":"O_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAVES_DO.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37446472/3310-18012-1-PB-libre.pdf?1430232950=\u0026response-content-disposition=attachment%3B+filename%3DO_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAVES_DO.pdf\u0026Expires=1738756119\u0026Signature=Rz~fFEv~0z2Ohf5Vw4HG9OuqhPUaO4281wZ3nLARE5ovpQTW3lr2iMv~DJ6KJpxiI13Gl1jO64asNE7a0XVBELcgQG4xa8MJcL-XvX55Uzwj1y761ft2k0x6DTYhZyndgS8KxlcOVKWdGUAF7zCMrO4CfKlP5vzPlG7P5mkB9oul3-9g3llsqbXfMcBYUGz5BtRMGtzbl3iNWjBzglOy3oJShVLcD64d9jZjZXrPXKZI1jpv10FbaV6Lj~EfLjC-uTUpwhEQazGNwS~D4U3f853VKxJsTsiGhepIGczBIAoca1l0eN-V7PMmwd-COuvUItMS9omMngZ7PlffzdqO6w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media"},{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"},{"id":65713,"name":"Políticas Públicas","url":"https://www.academia.edu/Documents/in/Pol%C3%ADticas_P%C3%BAblicas"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12138553"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/12138553/PISA_a_avalia%C3%A7%C3%A3o_e_o_desenho_de_pol%C3%ADticas"><img alt="Research paper thumbnail of PISA: a avaliação e o desenho de políticas" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/12138553/PISA_a_avalia%C3%A7%C3%A3o_e_o_desenho_de_pol%C3%ADticas">PISA: a avaliação e o desenho de políticas</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A OCDE – Organização para a Cooperação e Desenvolvimento Económico – ao reconhecer o impacto da e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A OCDE – Organização para a Cooperação e Desenvolvimento Económico – ao reconhecer o impacto da educação no progresso e no bem-estar das nações, iniciou no ano 2000 um programa de avaliação dos sistemas de ensino dos países associados, através da análise dos resultados escolares dos seus alunos. Este programa visava evidenciar, entre outros aspetos, bons exemplos de políticas públicas de educação, orientadas para melhoria dos sistemas de ensino (Grek, 2009 e Rochex, 2006). Para este efeito, a OCDE criou o programa de avaliação PISA – Programme for International Student Assessment – com o objetivo de medir as competências dos alunos em leitura, matemática, ciências e resolução de problemas, bem como para aferir as competências consideradas mais adequadas a uma sociedade do conhecimento e da informação. <br />As avaliações PISA permitem determinar os níveis de competência dos alunos de 15 anos e aferir a sua capacidade de aplicar conhecimentos e conceitos adquiridos ao longo da sua escolarização a situações reais do seu quotidiano (OCDE, 2001). Neste sentido, o PISA em vez de incidir apenas na avaliação do que os alunos de 15 anos dominam acerca de um currículo específico, procura medir o que eles conseguem fazer com o conhecimento adquirido na escola. Esta orientação reflete uma mudança nas metas e objetivos dos currículos em si, uma vez que se preocupa com o que os alunos podem fazer a partir do que aprenderam na escola e não com a sua capacidade de reproduzir o que lhes foi transmitido (OCDE, sd).<br />O PISA é assim um estudo internacional que pode ser utilizado para informar os países no que diz respeito: ao desempenho dos seus sistemas de ensino, à equidade na distribuição de oportunidades de aprendizagem, à consistência do desempenho escolar e às disposições dos alunos em relação à aprendizagem (OCDE, 1999). O PISA não só compara os resultados educacionais alcançados pelos vários países em diferentes domínios da leitura, matemática e ciências, mas também tenta explicar por que razão alguns sistemas nacionais de ensino têm vindo a avançar, do ponto de vista de qualidade e equidade, mais rapidamente do que outros.<br />Por este motivo, desde o primeiro ciclo do PISA no ano 2000, a OCDE tem vindo a tornar-se numa referência na produção de indicadores sobre a qualidade dos sistemas de ensino nacionais, uma vez que segundo a própria OCDE, o programa PISA visa proporcionar uma nova base para o diálogo político e para a colaboração na definição e operacionalização de objetivos educacionais, fornecendo dados que sustentem a definição de medidas, as explicações sobre os fatores que contribuem para o desenvolvimento de competências e a forma como esses fatores atuam em diferentes países (OCDE, 2001 e 2004).<br />Embora o PISA não permita estabelecer uma relação direta de causa-efeito entre as práticas e políticas educativas dos vários países e os resultados dos alunos, este estudo proporciona, a diferentes destinatários – responsáveis políticos, investigadores, comunidade educativa e cidadãos – uma base de trabalho para serem analisados fatores comuns e distintos entre os vários sistemas de ensino dos países participantes e de que forma estes espelham a relação dos alunos com a escola e com as suas aprendizagens (OCDE, 2013a).<br />Em Portugal, a adesão ao PISA concretizou-se em janeiro de 1999, decorrente de uma decisão tomada pelo Ministro da Educação do XIII Governo Constitucional (1995-1999), o Prof. Doutor Eduardo Marçal Grilo. Esta adesão surge num contexto nacional em que a avaliação de desempenho dos alunos ocupava um lugar central na discussão pública sobre educação. São exemplos disso a reintrodução dos exames nacionais do ensino secundário em 1996 (Decreto-Lei n.º 318/95) e a criação, no ano seguinte, de um serviço central do Ministério da Educação com funções “de conceção, coordenação, controlo e validação dos instrumentos de avaliação sumativa externa ao nível do ensino secundário” (Decreto-Lei n.º 229/97). <br />É hoje possível afirmar que os resultados e os instrumentos PISA foram, ao longo do tempo, ganhando presença no debate público, em particular nos media, sobre educação em Portugal e no processo de decisão política, contribuindo para legitimar argumentos, propostas e medidas políticas. O conhecimento científico, que sustenta o PISA, é desenvolvido com o objetivo de fornecer aos países informação relevante para a tomada de decisão e assim sendo, este conhecimento é importante não só para poder conhecer a qualidade das aprendizagens dos alunos e permitir a comparação entre sistemas de ensino e períodos temporais diferentes, mas também para o desenho de políticas públicas de educação.<br />A utilização do PISA como fonte de legitimação de medidas políticas foi ganhando visibilidade entre 2000 e 2005, altura em que, com o XVII Governo Constitucional (2005-2009), se assiste a um momento de viragem na utilização dos resultados deste programa da OCDE (Afonso, 2009) na definição e implementação de um conjunto alargado de medidas políticas evidenciando o que o diretor do PISA afirma no artigo Fundamentos y cuestiones políticas subyacentes al desarrollo de PISA, e que é o facto das comparações internacionais de desempenho dos alunos contribuírem para ajudar a entender as diferenças no desempenho dos alunos e das escolas, uma vez que refletem a eficácia e eficiência dos sistemas de ensino nacionais (Schleicher, 2006).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12138553"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12138553"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12138553; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12138553]").text(description); $(".js-view-count[data-work-id=12138553]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12138553; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12138553']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=12138553]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12138553,"title":"PISA: a avaliação e o desenho de políticas","translated_title":"","metadata":{"abstract":"A OCDE – Organização para a Cooperação e Desenvolvimento Económico – ao reconhecer o impacto da educação no progresso e no bem-estar das nações, iniciou no ano 2000 um programa de avaliação dos sistemas de ensino dos países associados, através da análise dos resultados escolares dos seus alunos. Este programa visava evidenciar, entre outros aspetos, bons exemplos de políticas públicas de educação, orientadas para melhoria dos sistemas de ensino (Grek, 2009 e Rochex, 2006). Para este efeito, a OCDE criou o programa de avaliação PISA – Programme for International Student Assessment – com o objetivo de medir as competências dos alunos em leitura, matemática, ciências e resolução de problemas, bem como para aferir as competências consideradas mais adequadas a uma sociedade do conhecimento e da informação. \nAs avaliações PISA permitem determinar os níveis de competência dos alunos de 15 anos e aferir a sua capacidade de aplicar conhecimentos e conceitos adquiridos ao longo da sua escolarização a situações reais do seu quotidiano (OCDE, 2001). Neste sentido, o PISA em vez de incidir apenas na avaliação do que os alunos de 15 anos dominam acerca de um currículo específico, procura medir o que eles conseguem fazer com o conhecimento adquirido na escola. Esta orientação reflete uma mudança nas metas e objetivos dos currículos em si, uma vez que se preocupa com o que os alunos podem fazer a partir do que aprenderam na escola e não com a sua capacidade de reproduzir o que lhes foi transmitido (OCDE, sd).\nO PISA é assim um estudo internacional que pode ser utilizado para informar os países no que diz respeito: ao desempenho dos seus sistemas de ensino, à equidade na distribuição de oportunidades de aprendizagem, à consistência do desempenho escolar e às disposições dos alunos em relação à aprendizagem (OCDE, 1999). O PISA não só compara os resultados educacionais alcançados pelos vários países em diferentes domínios da leitura, matemática e ciências, mas também tenta explicar por que razão alguns sistemas nacionais de ensino têm vindo a avançar, do ponto de vista de qualidade e equidade, mais rapidamente do que outros.\nPor este motivo, desde o primeiro ciclo do PISA no ano 2000, a OCDE tem vindo a tornar-se numa referência na produção de indicadores sobre a qualidade dos sistemas de ensino nacionais, uma vez que segundo a própria OCDE, o programa PISA visa proporcionar uma nova base para o diálogo político e para a colaboração na definição e operacionalização de objetivos educacionais, fornecendo dados que sustentem a definição de medidas, as explicações sobre os fatores que contribuem para o desenvolvimento de competências e a forma como esses fatores atuam em diferentes países (OCDE, 2001 e 2004).\nEmbora o PISA não permita estabelecer uma relação direta de causa-efeito entre as práticas e políticas educativas dos vários países e os resultados dos alunos, este estudo proporciona, a diferentes destinatários – responsáveis políticos, investigadores, comunidade educativa e cidadãos – uma base de trabalho para serem analisados fatores comuns e distintos entre os vários sistemas de ensino dos países participantes e de que forma estes espelham a relação dos alunos com a escola e com as suas aprendizagens (OCDE, 2013a).\nEm Portugal, a adesão ao PISA concretizou-se em janeiro de 1999, decorrente de uma decisão tomada pelo Ministro da Educação do XIII Governo Constitucional (1995-1999), o Prof. Doutor Eduardo Marçal Grilo. Esta adesão surge num contexto nacional em que a avaliação de desempenho dos alunos ocupava um lugar central na discussão pública sobre educação. São exemplos disso a reintrodução dos exames nacionais do ensino secundário em 1996 (Decreto-Lei n.º 318/95) e a criação, no ano seguinte, de um serviço central do Ministério da Educação com funções “de conceção, coordenação, controlo e validação dos instrumentos de avaliação sumativa externa ao nível do ensino secundário” (Decreto-Lei n.º 229/97). \nÉ hoje possível afirmar que os resultados e os instrumentos PISA foram, ao longo do tempo, ganhando presença no debate público, em particular nos media, sobre educação em Portugal e no processo de decisão política, contribuindo para legitimar argumentos, propostas e medidas políticas. O conhecimento científico, que sustenta o PISA, é desenvolvido com o objetivo de fornecer aos países informação relevante para a tomada de decisão e assim sendo, este conhecimento é importante não só para poder conhecer a qualidade das aprendizagens dos alunos e permitir a comparação entre sistemas de ensino e períodos temporais diferentes, mas também para o desenho de políticas públicas de educação.\nA utilização do PISA como fonte de legitimação de medidas políticas foi ganhando visibilidade entre 2000 e 2005, altura em que, com o XVII Governo Constitucional (2005-2009), se assiste a um momento de viragem na utilização dos resultados deste programa da OCDE (Afonso, 2009) na definição e implementação de um conjunto alargado de medidas políticas evidenciando o que o diretor do PISA afirma no artigo Fundamentos y cuestiones políticas subyacentes al desarrollo de PISA, e que é o facto das comparações internacionais de desempenho dos alunos contribuírem para ajudar a entender as diferenças no desempenho dos alunos e das escolas, uma vez que refletem a eficácia e eficiência dos sistemas de ensino nacionais (Schleicher, 2006). "},"translated_abstract":"A OCDE – Organização para a Cooperação e Desenvolvimento Económico – ao reconhecer o impacto da educação no progresso e no bem-estar das nações, iniciou no ano 2000 um programa de avaliação dos sistemas de ensino dos países associados, através da análise dos resultados escolares dos seus alunos. Este programa visava evidenciar, entre outros aspetos, bons exemplos de políticas públicas de educação, orientadas para melhoria dos sistemas de ensino (Grek, 2009 e Rochex, 2006). Para este efeito, a OCDE criou o programa de avaliação PISA – Programme for International Student Assessment – com o objetivo de medir as competências dos alunos em leitura, matemática, ciências e resolução de problemas, bem como para aferir as competências consideradas mais adequadas a uma sociedade do conhecimento e da informação. \nAs avaliações PISA permitem determinar os níveis de competência dos alunos de 15 anos e aferir a sua capacidade de aplicar conhecimentos e conceitos adquiridos ao longo da sua escolarização a situações reais do seu quotidiano (OCDE, 2001). Neste sentido, o PISA em vez de incidir apenas na avaliação do que os alunos de 15 anos dominam acerca de um currículo específico, procura medir o que eles conseguem fazer com o conhecimento adquirido na escola. Esta orientação reflete uma mudança nas metas e objetivos dos currículos em si, uma vez que se preocupa com o que os alunos podem fazer a partir do que aprenderam na escola e não com a sua capacidade de reproduzir o que lhes foi transmitido (OCDE, sd).\nO PISA é assim um estudo internacional que pode ser utilizado para informar os países no que diz respeito: ao desempenho dos seus sistemas de ensino, à equidade na distribuição de oportunidades de aprendizagem, à consistência do desempenho escolar e às disposições dos alunos em relação à aprendizagem (OCDE, 1999). O PISA não só compara os resultados educacionais alcançados pelos vários países em diferentes domínios da leitura, matemática e ciências, mas também tenta explicar por que razão alguns sistemas nacionais de ensino têm vindo a avançar, do ponto de vista de qualidade e equidade, mais rapidamente do que outros.\nPor este motivo, desde o primeiro ciclo do PISA no ano 2000, a OCDE tem vindo a tornar-se numa referência na produção de indicadores sobre a qualidade dos sistemas de ensino nacionais, uma vez que segundo a própria OCDE, o programa PISA visa proporcionar uma nova base para o diálogo político e para a colaboração na definição e operacionalização de objetivos educacionais, fornecendo dados que sustentem a definição de medidas, as explicações sobre os fatores que contribuem para o desenvolvimento de competências e a forma como esses fatores atuam em diferentes países (OCDE, 2001 e 2004).\nEmbora o PISA não permita estabelecer uma relação direta de causa-efeito entre as práticas e políticas educativas dos vários países e os resultados dos alunos, este estudo proporciona, a diferentes destinatários – responsáveis políticos, investigadores, comunidade educativa e cidadãos – uma base de trabalho para serem analisados fatores comuns e distintos entre os vários sistemas de ensino dos países participantes e de que forma estes espelham a relação dos alunos com a escola e com as suas aprendizagens (OCDE, 2013a).\nEm Portugal, a adesão ao PISA concretizou-se em janeiro de 1999, decorrente de uma decisão tomada pelo Ministro da Educação do XIII Governo Constitucional (1995-1999), o Prof. Doutor Eduardo Marçal Grilo. Esta adesão surge num contexto nacional em que a avaliação de desempenho dos alunos ocupava um lugar central na discussão pública sobre educação. São exemplos disso a reintrodução dos exames nacionais do ensino secundário em 1996 (Decreto-Lei n.º 318/95) e a criação, no ano seguinte, de um serviço central do Ministério da Educação com funções “de conceção, coordenação, controlo e validação dos instrumentos de avaliação sumativa externa ao nível do ensino secundário” (Decreto-Lei n.º 229/97). \nÉ hoje possível afirmar que os resultados e os instrumentos PISA foram, ao longo do tempo, ganhando presença no debate público, em particular nos media, sobre educação em Portugal e no processo de decisão política, contribuindo para legitimar argumentos, propostas e medidas políticas. O conhecimento científico, que sustenta o PISA, é desenvolvido com o objetivo de fornecer aos países informação relevante para a tomada de decisão e assim sendo, este conhecimento é importante não só para poder conhecer a qualidade das aprendizagens dos alunos e permitir a comparação entre sistemas de ensino e períodos temporais diferentes, mas também para o desenho de políticas públicas de educação.\nA utilização do PISA como fonte de legitimação de medidas políticas foi ganhando visibilidade entre 2000 e 2005, altura em que, com o XVII Governo Constitucional (2005-2009), se assiste a um momento de viragem na utilização dos resultados deste programa da OCDE (Afonso, 2009) na definição e implementação de um conjunto alargado de medidas políticas evidenciando o que o diretor do PISA afirma no artigo Fundamentos y cuestiones políticas subyacentes al desarrollo de PISA, e que é o facto das comparações internacionais de desempenho dos alunos contribuírem para ajudar a entender as diferenças no desempenho dos alunos e das escolas, uma vez que refletem a eficácia e eficiência dos sistemas de ensino nacionais (Schleicher, 2006). ","internal_url":"https://www.academia.edu/12138553/PISA_a_avalia%C3%A7%C3%A3o_e_o_desenho_de_pol%C3%ADticas","translated_internal_url":"","created_at":"2015-04-28T07:54:54.150-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"PISA_a_avaliação_e_o_desenho_de_políticas","translated_slug":"","page_count":null,"language":"pt","content_type":"Work","summary":"A OCDE – Organização para a Cooperação e Desenvolvimento Económico – ao reconhecer o impacto da educação no progresso e no bem-estar das nações, iniciou no ano 2000 um programa de avaliação dos sistemas de ensino dos países associados, através da análise dos resultados escolares dos seus alunos. Este programa visava evidenciar, entre outros aspetos, bons exemplos de políticas públicas de educação, orientadas para melhoria dos sistemas de ensino (Grek, 2009 e Rochex, 2006). Para este efeito, a OCDE criou o programa de avaliação PISA – Programme for International Student Assessment – com o objetivo de medir as competências dos alunos em leitura, matemática, ciências e resolução de problemas, bem como para aferir as competências consideradas mais adequadas a uma sociedade do conhecimento e da informação. \nAs avaliações PISA permitem determinar os níveis de competência dos alunos de 15 anos e aferir a sua capacidade de aplicar conhecimentos e conceitos adquiridos ao longo da sua escolarização a situações reais do seu quotidiano (OCDE, 2001). Neste sentido, o PISA em vez de incidir apenas na avaliação do que os alunos de 15 anos dominam acerca de um currículo específico, procura medir o que eles conseguem fazer com o conhecimento adquirido na escola. Esta orientação reflete uma mudança nas metas e objetivos dos currículos em si, uma vez que se preocupa com o que os alunos podem fazer a partir do que aprenderam na escola e não com a sua capacidade de reproduzir o que lhes foi transmitido (OCDE, sd).\nO PISA é assim um estudo internacional que pode ser utilizado para informar os países no que diz respeito: ao desempenho dos seus sistemas de ensino, à equidade na distribuição de oportunidades de aprendizagem, à consistência do desempenho escolar e às disposições dos alunos em relação à aprendizagem (OCDE, 1999). O PISA não só compara os resultados educacionais alcançados pelos vários países em diferentes domínios da leitura, matemática e ciências, mas também tenta explicar por que razão alguns sistemas nacionais de ensino têm vindo a avançar, do ponto de vista de qualidade e equidade, mais rapidamente do que outros.\nPor este motivo, desde o primeiro ciclo do PISA no ano 2000, a OCDE tem vindo a tornar-se numa referência na produção de indicadores sobre a qualidade dos sistemas de ensino nacionais, uma vez que segundo a própria OCDE, o programa PISA visa proporcionar uma nova base para o diálogo político e para a colaboração na definição e operacionalização de objetivos educacionais, fornecendo dados que sustentem a definição de medidas, as explicações sobre os fatores que contribuem para o desenvolvimento de competências e a forma como esses fatores atuam em diferentes países (OCDE, 2001 e 2004).\nEmbora o PISA não permita estabelecer uma relação direta de causa-efeito entre as práticas e políticas educativas dos vários países e os resultados dos alunos, este estudo proporciona, a diferentes destinatários – responsáveis políticos, investigadores, comunidade educativa e cidadãos – uma base de trabalho para serem analisados fatores comuns e distintos entre os vários sistemas de ensino dos países participantes e de que forma estes espelham a relação dos alunos com a escola e com as suas aprendizagens (OCDE, 2013a).\nEm Portugal, a adesão ao PISA concretizou-se em janeiro de 1999, decorrente de uma decisão tomada pelo Ministro da Educação do XIII Governo Constitucional (1995-1999), o Prof. Doutor Eduardo Marçal Grilo. Esta adesão surge num contexto nacional em que a avaliação de desempenho dos alunos ocupava um lugar central na discussão pública sobre educação. São exemplos disso a reintrodução dos exames nacionais do ensino secundário em 1996 (Decreto-Lei n.º 318/95) e a criação, no ano seguinte, de um serviço central do Ministério da Educação com funções “de conceção, coordenação, controlo e validação dos instrumentos de avaliação sumativa externa ao nível do ensino secundário” (Decreto-Lei n.º 229/97). \nÉ hoje possível afirmar que os resultados e os instrumentos PISA foram, ao longo do tempo, ganhando presença no debate público, em particular nos media, sobre educação em Portugal e no processo de decisão política, contribuindo para legitimar argumentos, propostas e medidas políticas. O conhecimento científico, que sustenta o PISA, é desenvolvido com o objetivo de fornecer aos países informação relevante para a tomada de decisão e assim sendo, este conhecimento é importante não só para poder conhecer a qualidade das aprendizagens dos alunos e permitir a comparação entre sistemas de ensino e períodos temporais diferentes, mas também para o desenho de políticas públicas de educação.\nA utilização do PISA como fonte de legitimação de medidas políticas foi ganhando visibilidade entre 2000 e 2005, altura em que, com o XVII Governo Constitucional (2005-2009), se assiste a um momento de viragem na utilização dos resultados deste programa da OCDE (Afonso, 2009) na definição e implementação de um conjunto alargado de medidas políticas evidenciando o que o diretor do PISA afirma no artigo Fundamentos y cuestiones políticas subyacentes al desarrollo de PISA, e que é o facto das comparações internacionais de desempenho dos alunos contribuírem para ajudar a entender as diferenças no desempenho dos alunos e das escolas, uma vez que refletem a eficácia e eficiência dos sistemas de ensino nacionais (Schleicher, 2006). ","owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[],"research_interests":[{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"},{"id":49690,"name":"Educational policies","url":"https://www.academia.edu/Documents/in/Educational_policies"},{"id":50195,"name":"Public policies","url":"https://www.academia.edu/Documents/in/Public_policies"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies"}],"urls":[{"id":4704429,"url":"http://www.almedina.net/catalog/product_info.php?cPath=307\u0026products_id=24270"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12138720"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12138720/SAVEL_Electronic_Assessment_as_an_Instrument_for_Promoting_Educational_Success"><img alt="Research paper thumbnail of SAVEL – Electronic Assessment as an Instrument for Promoting Educational Success" class="work-thumbnail" src="https://attachments.academia-assets.com/37446589/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12138720/SAVEL_Electronic_Assessment_as_an_Instrument_for_Promoting_Educational_Success">SAVEL – Electronic Assessment as an Instrument for Promoting Educational Success</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CarlosPintoferreira">Carlos Pinto-ferreira</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A system of electronic evaluation, based on a digital platform, a database of educational resourc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A system of electronic evaluation, based on a digital platform, a database of educational resources, and a statistical processing unit, accessed via internet is presented and described. <br />The development of this system was aimed at the creation of a testbed for evaluating the advantages of electronic evaluation in education, by its utilization as an instrument for formative, summative, and self educational assessment. To accomplish such flexibility, an incremental implementation strategy was adopted, based on the aggregation of separate building blocks as needed by each functionality. <br />In a first phase, a tool for diagnosing mathematics and reading competences of primary school students (aged 7 to 9) was constructed. This tool included item presentation, mostly as closed questions, being supposed that students should know how to drag and drop, establish relations with the mouse, and mark multiple choice items, among other simple tasks. A further improvement included oral presentation of the stimuli to encompass students with reading difficulties. <br />In a following phase, a module containing hints and explanations was added to extend the system capabilities in order to help students when necessary. This improvement, together with quick feedback and adequate help, provided a formative evaluation character to the system. <br />A third upgrade consisted of allowing the aggregation of items to build tests. This feature enabled teachers to create an instrument capable of performing summative evaluations. <br />On the other hand, as this system of educational assessment is available through the Internet to a high number of students, and since the utilization of it depends on a registration procedure – aimed at collecting adequate information – it permits a certain form of system assessment. An interesting number of education indicators can be calculated and make available to school principals and to local authorities. <br />Finally, as each item is exposed to and resolved by a huge number of students, the data collected allows for the estimation of item parameters, namely, difficulty and discrimination characteristics, in the framework of Item Response Theory. Also, this information from statistical processing provides the assessment of item adequacy with respect to a corresponding curriculum. <br />The advantages of electronic evaluation systems include quick and accurate feedback about student performance (delivered to teachers, principals, students and/or parents), identification of unconsolidated subjects, therefore deserving further study (with the corresponding suggestion of new sets of items), utilization of interactive and appealing stimuli (taking advantage of the media sophistication), flexibility in terms of time and location for test administration, improvement of item quality by the incorporation of student <br />and teacher feedback, and finally, the creation of adaptive tests in order to better assess teaching and learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="14e606deff526d7c5e33e3f280b4c027" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37446589,"asset_id":12138720,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37446589/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12138720"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12138720"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12138720; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12138720]").text(description); $(".js-view-count[data-work-id=12138720]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12138720; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12138720']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "14e606deff526d7c5e33e3f280b4c027" } } $('.js-work-strip[data-work-id=12138720]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12138720,"title":"SAVEL – Electronic Assessment as an Instrument for Promoting Educational Success","translated_title":"","metadata":{"abstract":"A system of electronic evaluation, based on a digital platform, a database of educational resources, and a statistical processing unit, accessed via internet is presented and described. \nThe development of this system was aimed at the creation of a testbed for evaluating the advantages of electronic evaluation in education, by its utilization as an instrument for formative, summative, and self educational assessment. To accomplish such flexibility, an incremental implementation strategy was adopted, based on the aggregation of separate building blocks as needed by each functionality. \nIn a first phase, a tool for diagnosing mathematics and reading competences of primary school students (aged 7 to 9) was constructed. This tool included item presentation, mostly as closed questions, being supposed that students should know how to drag and drop, establish relations with the mouse, and mark multiple choice items, among other simple tasks. A further improvement included oral presentation of the stimuli to encompass students with reading difficulties. \nIn a following phase, a module containing hints and explanations was added to extend the system capabilities in order to help students when necessary. This improvement, together with quick feedback and adequate help, provided a formative evaluation character to the system. \nA third upgrade consisted of allowing the aggregation of items to build tests. This feature enabled teachers to create an instrument capable of performing summative evaluations. \nOn the other hand, as this system of educational assessment is available through the Internet to a high number of students, and since the utilization of it depends on a registration procedure – aimed at collecting adequate information – it permits a certain form of system assessment. An interesting number of education indicators can be calculated and make available to school principals and to local authorities. \nFinally, as each item is exposed to and resolved by a huge number of students, the data collected allows for the estimation of item parameters, namely, difficulty and discrimination characteristics, in the framework of Item Response Theory. Also, this information from statistical processing provides the assessment of item adequacy with respect to a corresponding curriculum. \nThe advantages of electronic evaluation systems include quick and accurate feedback about student performance (delivered to teachers, principals, students and/or parents), identification of unconsolidated subjects, therefore deserving further study (with the corresponding suggestion of new sets of items), utilization of interactive and appealing stimuli (taking advantage of the media sophistication), flexibility in terms of time and location for test administration, improvement of item quality by the incorporation of student \nand teacher feedback, and finally, the creation of adaptive tests in order to better assess teaching and learning. ","ai_title_tag":"SAVEL: Enhancing Education through E-Assessment"},"translated_abstract":"A system of electronic evaluation, based on a digital platform, a database of educational resources, and a statistical processing unit, accessed via internet is presented and described. \nThe development of this system was aimed at the creation of a testbed for evaluating the advantages of electronic evaluation in education, by its utilization as an instrument for formative, summative, and self educational assessment. To accomplish such flexibility, an incremental implementation strategy was adopted, based on the aggregation of separate building blocks as needed by each functionality. \nIn a first phase, a tool for diagnosing mathematics and reading competences of primary school students (aged 7 to 9) was constructed. This tool included item presentation, mostly as closed questions, being supposed that students should know how to drag and drop, establish relations with the mouse, and mark multiple choice items, among other simple tasks. A further improvement included oral presentation of the stimuli to encompass students with reading difficulties. \nIn a following phase, a module containing hints and explanations was added to extend the system capabilities in order to help students when necessary. This improvement, together with quick feedback and adequate help, provided a formative evaluation character to the system. \nA third upgrade consisted of allowing the aggregation of items to build tests. This feature enabled teachers to create an instrument capable of performing summative evaluations. \nOn the other hand, as this system of educational assessment is available through the Internet to a high number of students, and since the utilization of it depends on a registration procedure – aimed at collecting adequate information – it permits a certain form of system assessment. An interesting number of education indicators can be calculated and make available to school principals and to local authorities. \nFinally, as each item is exposed to and resolved by a huge number of students, the data collected allows for the estimation of item parameters, namely, difficulty and discrimination characteristics, in the framework of Item Response Theory. Also, this information from statistical processing provides the assessment of item adequacy with respect to a corresponding curriculum. \nThe advantages of electronic evaluation systems include quick and accurate feedback about student performance (delivered to teachers, principals, students and/or parents), identification of unconsolidated subjects, therefore deserving further study (with the corresponding suggestion of new sets of items), utilization of interactive and appealing stimuli (taking advantage of the media sophistication), flexibility in terms of time and location for test administration, improvement of item quality by the incorporation of student \nand teacher feedback, and finally, the creation of adaptive tests in order to better assess teaching and learning. 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This feature enabled teachers to create an instrument capable of performing summative evaluations. \nOn the other hand, as this system of educational assessment is available through the Internet to a high number of students, and since the utilization of it depends on a registration procedure – aimed at collecting adequate information – it permits a certain form of system assessment. An interesting number of education indicators can be calculated and make available to school principals and to local authorities. \nFinally, as each item is exposed to and resolved by a huge number of students, the data collected allows for the estimation of item parameters, namely, difficulty and discrimination characteristics, in the framework of Item Response Theory. Also, this information from statistical processing provides the assessment of item adequacy with respect to a corresponding curriculum. \nThe advantages of electronic evaluation systems include quick and accurate feedback about student performance (delivered to teachers, principals, students and/or parents), identification of unconsolidated subjects, therefore deserving further study (with the corresponding suggestion of new sets of items), utilization of interactive and appealing stimuli (taking advantage of the media sophistication), flexibility in terms of time and location for test administration, improvement of item quality by the incorporation of student \nand teacher feedback, and finally, the creation of adaptive tests in order to better assess teaching and learning. ","owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[{"id":37446589,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37446589/thumbnails/1.jpg","file_name":"0869-ENT555-FP-FOE4.pdf","download_url":"https://www.academia.edu/attachments/37446589/download_file","bulk_download_file_name":"SAVEL_Electronic_Assessment_as_an_Instru.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37446589/0869-ENT555-FP-FOE4-libre.pdf?1430233391=\u0026response-content-disposition=attachment%3B+filename%3DSAVEL_Electronic_Assessment_as_an_Instru.pdf\u0026Expires=1738721046\u0026Signature=XQCzmLhGaFqJedscskH9XwBpNZt00nJdk5fndG7DTbjlzLI0PqM-2U9ucHM-B-p9vZEYByFiiuj6561RmZCoaIJr6MW86kwvSugAngLVNaqqD6ewLfC2xkI6eW83~a~6Rw6ZkXGaztWE-lVffuINWXUkpFwLDrVUEzzxGc601STOwIt44K4Sp4ayR~~dQ7Hi-pSdc8usKHYw6VakYq0GssGSgsodX52i~4BaocarFxcEJ6gM-P3NKtS0oVj~zv~O9MjsAZZP1YJh0pXY8DqRZjYQfp36nPc1ZqNUzblBXFnJgiAufX-MOFicd93uce7yjEZhtyHO~Wf1MybtnHq9bQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":21636,"name":"Student Assessment","url":"https://www.academia.edu/Documents/in/Student_Assessment"},{"id":125377,"name":"Diagnostic Assessment","url":"https://www.academia.edu/Documents/in/Diagnostic_Assessment"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12138612"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12138612/Equity_and_Grade_Repetition_a_Challenge_for_Education"><img alt="Research paper thumbnail of Equity and Grade Repetition – a Challenge for Education" class="work-thumbnail" src="https://attachments.academia-assets.com/37446560/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12138612/Equity_and_Grade_Repetition_a_Challenge_for_Education">Equity and Grade Repetition – a Challenge for Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CarlosPintoferreira">Carlos Pinto-ferreira</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> Education systems are facing the enormous challenge of meeting high quality standards while ensu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Education systems are facing the enormous challenge of meeting high quality standards while ensuring that every student completes successfully nine (or more) years of schooling. The concern for equity underlies the education for all paradigm which is now universally accepted as a key policy to promote sustainable socioeconomic development. <br />An important source of inequity in some education systems is the strategy of compelling students to repeat a grade when they do not meet predefined curriculum objectives. According to OECD, grade repetition is particularly frequent in France, Belgium, Portugal, Spain and Luxembourg, very infrequent in Finland, Iceland, Slovenia and the United Kingdom, and a non-existing phenomenon in Japan, Korea and Norway [1]. <br />(In certain countries there are no limits to the application of this mechanism so it is conceivable – and, in some cases, frequent – to find 15 year old students in primary schools). <br />Considering the vast impact of grade repetition in terms of education system cost, on the one hand, and student distress, discouragement, and dropout, on the other, and taking into account the recognized inefficacy of this strategy, it seems useful to study this phenomenon and to monitor its evolution along time. <br />To objectively measure grade repetition inequity, a modified Gini index (MGI), using the method developed by Vinod Thomas, Yan Wang, and Xibo Fan [2], specifically aimed at assessing inequality in education is suggested. (The Gini index has been applied in the macroeconomics context – since the beginning of the 20th century – to assess inequality in country's population income distribution). <br />The proposed application of the modified Gini index to measure grade repetition inequity is base on a methodology comprising, (i) the estimation of the PISA scores in mathematics (math plausible values) for each school grade (7th to 11th), to OECD countries, together with (ii) the computation of the percentage of students belonging to each one of the mentioned grades. After the calculation of the MGI for the chosen set <br />of countries, with the time frame 2003-2012 – corresponding to two major math evaluations of the PISA programme – a preliminary analysis of the index evolution is presented. <br />Albeit being a helpful analytical approach, the mere utilization of a scalar quantity (MI) to characterize such a complex phenomenon cannot explain the whole picture. A first candidate to explore is the relationship between the PISA ESCS (index of Economic, Social and Cultural Status) and the MGI. The results obtained from this analysis indicate that other dimensions should be considered within or outside the framework of grade repetition.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9b4b94872c843c58a1627f6a197e6db3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37446560,"asset_id":12138612,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37446560/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12138612"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12138612"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12138612; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12138612]").text(description); $(".js-view-count[data-work-id=12138612]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12138612; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12138612']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9b4b94872c843c58a1627f6a197e6db3" } } $('.js-work-strip[data-work-id=12138612]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12138612,"title":"Equity and Grade Repetition – a Challenge for Education","translated_title":"","metadata":{"abstract":" Education systems are facing the enormous challenge of meeting high quality standards while ensuring that every student completes successfully nine (or more) years of schooling. The concern for equity underlies the education for all paradigm which is now universally accepted as a key policy to promote sustainable socioeconomic development. \nAn important source of inequity in some education systems is the strategy of compelling students to repeat a grade when they do not meet predefined curriculum objectives. According to OECD, grade repetition is particularly frequent in France, Belgium, Portugal, Spain and Luxembourg, very infrequent in Finland, Iceland, Slovenia and the United Kingdom, and a non-existing phenomenon in Japan, Korea and Norway [1]. \n(In certain countries there are no limits to the application of this mechanism so it is conceivable – and, in some cases, frequent – to find 15 year old students in primary schools). \nConsidering the vast impact of grade repetition in terms of education system cost, on the one hand, and student distress, discouragement, and dropout, on the other, and taking into account the recognized inefficacy of this strategy, it seems useful to study this phenomenon and to monitor its evolution along time. \nTo objectively measure grade repetition inequity, a modified Gini index (MGI), using the method developed by Vinod Thomas, Yan Wang, and Xibo Fan [2], specifically aimed at assessing inequality in education is suggested. (The Gini index has been applied in the macroeconomics context – since the beginning of the 20th century – to assess inequality in country's population income distribution). \nThe proposed application of the modified Gini index to measure grade repetition inequity is base on a methodology comprising, (i) the estimation of the PISA scores in mathematics (math plausible values) for each school grade (7th to 11th), to OECD countries, together with (ii) the computation of the percentage of students belonging to each one of the mentioned grades. After the calculation of the MGI for the chosen set \nof countries, with the time frame 2003-2012 – corresponding to two major math evaluations of the PISA programme – a preliminary analysis of the index evolution is presented. \nAlbeit being a helpful analytical approach, the mere utilization of a scalar quantity (MI) to characterize such a complex phenomenon cannot explain the whole picture. A first candidate to explore is the relationship between the PISA ESCS (index of Economic, Social and Cultural Status) and the MGI. The results obtained from this analysis indicate that other dimensions should be considered within or outside the framework of grade repetition. "},"translated_abstract":" Education systems are facing the enormous challenge of meeting high quality standards while ensuring that every student completes successfully nine (or more) years of schooling. The concern for equity underlies the education for all paradigm which is now universally accepted as a key policy to promote sustainable socioeconomic development. \nAn important source of inequity in some education systems is the strategy of compelling students to repeat a grade when they do not meet predefined curriculum objectives. According to OECD, grade repetition is particularly frequent in France, Belgium, Portugal, Spain and Luxembourg, very infrequent in Finland, Iceland, Slovenia and the United Kingdom, and a non-existing phenomenon in Japan, Korea and Norway [1]. \n(In certain countries there are no limits to the application of this mechanism so it is conceivable – and, in some cases, frequent – to find 15 year old students in primary schools). \nConsidering the vast impact of grade repetition in terms of education system cost, on the one hand, and student distress, discouragement, and dropout, on the other, and taking into account the recognized inefficacy of this strategy, it seems useful to study this phenomenon and to monitor its evolution along time. \nTo objectively measure grade repetition inequity, a modified Gini index (MGI), using the method developed by Vinod Thomas, Yan Wang, and Xibo Fan [2], specifically aimed at assessing inequality in education is suggested. (The Gini index has been applied in the macroeconomics context – since the beginning of the 20th century – to assess inequality in country's population income distribution). \nThe proposed application of the modified Gini index to measure grade repetition inequity is base on a methodology comprising, (i) the estimation of the PISA scores in mathematics (math plausible values) for each school grade (7th to 11th), to OECD countries, together with (ii) the computation of the percentage of students belonging to each one of the mentioned grades. After the calculation of the MGI for the chosen set \nof countries, with the time frame 2003-2012 – corresponding to two major math evaluations of the PISA programme – a preliminary analysis of the index evolution is presented. \nAlbeit being a helpful analytical approach, the mere utilization of a scalar quantity (MI) to characterize such a complex phenomenon cannot explain the whole picture. A first candidate to explore is the relationship between the PISA ESCS (index of Economic, Social and Cultural Status) and the MGI. The results obtained from this analysis indicate that other dimensions should be considered within or outside the framework of grade repetition. 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According to OECD, grade repetition is particularly frequent in France, Belgium, Portugal, Spain and Luxembourg, very infrequent in Finland, Iceland, Slovenia and the United Kingdom, and a non-existing phenomenon in Japan, Korea and Norway [1]. \n(In certain countries there are no limits to the application of this mechanism so it is conceivable – and, in some cases, frequent – to find 15 year old students in primary schools). \nConsidering the vast impact of grade repetition in terms of education system cost, on the one hand, and student distress, discouragement, and dropout, on the other, and taking into account the recognized inefficacy of this strategy, it seems useful to study this phenomenon and to monitor its evolution along time. \nTo objectively measure grade repetition inequity, a modified Gini index (MGI), using the method developed by Vinod Thomas, Yan Wang, and Xibo Fan [2], specifically aimed at assessing inequality in education is suggested. (The Gini index has been applied in the macroeconomics context – since the beginning of the 20th century – to assess inequality in country's population income distribution). \nThe proposed application of the modified Gini index to measure grade repetition inequity is base on a methodology comprising, (i) the estimation of the PISA scores in mathematics (math plausible values) for each school grade (7th to 11th), to OECD countries, together with (ii) the computation of the percentage of students belonging to each one of the mentioned grades. After the calculation of the MGI for the chosen set \nof countries, with the time frame 2003-2012 – corresponding to two major math evaluations of the PISA programme – a preliminary analysis of the index evolution is presented. \nAlbeit being a helpful analytical approach, the mere utilization of a scalar quantity (MI) to characterize such a complex phenomenon cannot explain the whole picture. A first candidate to explore is the relationship between the PISA ESCS (index of Economic, Social and Cultural Status) and the MGI. The results obtained from this analysis indicate that other dimensions should be considered within or outside the framework of grade repetition. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="6641035"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/6641035/O_PISA_e_a_participa%C3%A7%C3%A3o_de_Portugal"><img alt="Research paper thumbnail of O PISA e a participação de Portugal " class="work-thumbnail" src="https://attachments.academia-assets.com/33377506/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/6641035/O_PISA_e_a_participa%C3%A7%C3%A3o_de_Portugal">O PISA e a participação de Portugal </a></div><div class="wp-workCard_item"><span>CIES e-Working Papers (ISSN 1647-0893)</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PISA (Programme for International Student Assessment) is an international student assessment prog...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PISA (Programme for International Student Assessment) is an international student assessment program of reading, mathematics and science literacy promoted by the OECD since 2000. <br />With a specific framework of evaluation produced by OECD and with an extensive set of objective and rigorous rules and procedures for implementing the program, the OECD provides, through the work of an international <br />consortium developed in close coordination with participating countries, a uniform and comparable implementation of PISA in all participating countries. <br />This article presents a detailed characterization of one of the most important instruments of educational policy, whose effect on the definition of educational <br />policies and representations on the quality of public education systems in different countries has been the subject of numerous studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3e306a966be4b047f862c51681a1e4d0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33377506,"asset_id":6641035,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33377506/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6641035"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6641035"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6641035; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Anabela Serrão</h3></div><div class="js-work-strip profile--work_container" data-work-id="90836424"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/90836424/Portugal_PIRLS_2021"><img alt="Research paper thumbnail of Portugal PIRLS 2021" class="work-thumbnail" src="https://attachments.academia-assets.com/94289215/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/90836424/Portugal_PIRLS_2021">Portugal PIRLS 2021</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a> and <a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://independent.academia.edu/Lu%C3%ADsSantosIAVE">Luís Santos (IAVE)</a></span></div><div class="wp-workCard_item"><span>PIRLS 2021 Encyclopedia Education Policy and Curriculum in Reading</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Description of the Portuguese educational system with special focus on reading. Find all the comp...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Description of the Portuguese educational system with special focus on reading. Find all the complete version of the publication online on <a href="https://pirls2021.org/encyclopedia/" rel="nofollow">https://pirls2021.org/encyclopedia/</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b65836ccea6f1367aa89223348fb51da" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":94289215,"asset_id":90836424,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/94289215/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="90836424"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="90836424"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 90836424; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44948798"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/44948798/Portugal"><img alt="Research paper thumbnail of Portugal" class="work-thumbnail" src="https://attachments.academia-assets.com/65478715/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/44948798/Portugal">Portugal</a></div><div class="wp-workCard_item"><span> TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathematics and Science</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Description of the Portuguese educational system integrated in the TIMSS 2019 ENCYCLOPEDIA. All d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Description of the Portuguese educational system integrated in the TIMSS 2019 ENCYCLOPEDIA.<br />All document can be accessed at <a href="https://timssandpirls.bc.edu/timss2019/encyclopedia/" rel="nofollow">https://timssandpirls.bc.edu/timss2019/encyclopedia/</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1943374de00ea8c89593c7d841791579" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65478715,"asset_id":44948798,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65478715/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44948798"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44948798"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44948798; 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The Future of Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/libreriauniversitariaitedizioni">Libreriauniversitaria.it Edizioni</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://hacettepe.academia.edu/HakMan">Hakan Tüzün</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uji.academia.edu/Mar%C3%ADaLuisaRenau">María Luisa Renau</a>, <a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/TheFutureEducation">The Future Education</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ChewHoe">Chew Hoe</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Lecturers, teachers, researchers and experts in the field of education as well as coordinators of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Lecturers, teachers, researchers and experts in the field of education as well as coordinators of education and training projects from all over the world came together in the fifth edition of the International Conference “The Future of Education” which took place in Florence, Italy, on 11 - 12 June 2015 to share findings, expertise and experience about innovative teaching and learning methodologies.<br />This volume is a collection of the papers presented at the Conference, whose aim is to promote transnational cooperation and share good practice in the field of innovation for education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="247a57fecc447c1a9b13f4d064f3975e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40357618,"asset_id":18968956,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40357618/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18968956"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18968956"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18968956; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18968956]").text(description); $(".js-view-count[data-work-id=18968956]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18968956; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18968956']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "247a57fecc447c1a9b13f4d064f3975e" } } $('.js-work-strip[data-work-id=18968956]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18968956,"title":"Conference Proceedings. The Future of Education","internal_url":"https://www.academia.edu/18968956/Conference_Proceedings_The_Future_of_Education","owner_id":8647215,"coauthors_can_edit":true,"owner":{"id":8647215,"first_name":"Libreriauniversitaria.it","middle_initials":null,"last_name":"Edizioni","page_name":"libreriauniversitariaitedizioni","domain_name":"independent","created_at":"2014-01-27T16:50:57.046-08:00","display_name":"Libreriauniversitaria.it Edizioni","url":"https://independent.academia.edu/libreriauniversitariaitedizioni"},"attachments":[{"id":40357618,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/40357618/thumbnails/1.jpg","file_name":"Conference_proceedings_The_future_of_education_9788862926201.pdf","download_url":"https://www.academia.edu/attachments/40357618/download_file","bulk_download_file_name":"Conference_Proceedings_The_Future_of_Edu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/40357618/Conference_proceedings_The_future_of_education_9788862926201-libre.pdf?1448468885=\u0026response-content-disposition=attachment%3B+filename%3DConference_Proceedings_The_Future_of_Edu.pdf\u0026Expires=1739788517\u0026Signature=fyObcbXMlJ-qMrC~zfKXBjOsOdq-VKYB3aOV148CXi-kEsJxBSN57S1nUDCP~UBal9~M2ekzKrUdPJ4w-VH5ErWcUoykjy1gCD1HiDk9NuaqfCwHP3dYaMYljRuHPltgRWCzWavqvPh4AVsZBrs~BkQ1y1yC8sx5oIVBROc0IdJjOZcPteVyP0TRiUFXZiXLTy8iZBjalcknSbyYJHYTvdA8G3f6E7vYQqhWbvPp1wZrUTPoiZWm6YsPl62PbBSNfRxK~m293QvxeruHY1yRqGn-OfYCX~m-8mIAKZxS3t6x-~9Lgu4KLL20BuwO~iO1kjev3EHAV96RePk1xbGZQw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Conference Presentations" id="Conference Presentations"><h3 class="profile--tab_heading_container">Conference Presentations by Anabela Serrão</h3></div><div class="js-work-strip profile--work_container" data-work-id="50722600"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50722600/O_estado_da_leitura_em_Portugal_O_que_nos_dizem_os_resultados_do_PISA"><img alt="Research paper thumbnail of O estado da leitura em Portugal. O que nos dizem os resultados do PISA." class="work-thumbnail" src="https://attachments.academia-assets.com/68596063/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50722600/O_estado_da_leitura_em_Portugal_O_que_nos_dizem_os_resultados_do_PISA">O estado da leitura em Portugal. O que nos dizem os resultados do PISA.</a></div><div class="wp-workCard_item"><span>Jornadas da Leitura</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Literacia de leitura é a capacidade de um indivíduo compreender, utilizar, avaliar, refletir e de...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Literacia de leitura é a capacidade de um indivíduo compreender, utilizar, avaliar, refletir e de se envolver na leitura de textos escritos, com a finalidade de atingir os seus objetivos, de desenvolver os seus conhecimentos e o seu potencial e de participar na sociedade.<br />Nas últimas duas décadas as tecnologias alteraram o modo de ler.<br />Ler em formato digital exige o domínio de novas competências, portanto, uma  revisão do conceito de literacia de leitura.<br />Segundo os dados do PISA, as raparigas e alunos de contextos socioeconómicos favorecidos tendem a apresentar uma maior probabilidade de alcançarem elevados níveis de desempenho a leitura.<br />No entanto, os resultados do PISA mostram ainda que, embora os alunos que lêem ficção apresentem uma maior probabilidade de alcançar elevados níveis de desempenho, são os alunos que lêem uma grande variedade de materiais que têm um desempenho particularmente elevado a leitura.<br />O PISA 2018 mostra que leitores fortes tendem a ler livros em papel ou equilibrar o seu tempo de leitura entre o formato papel e o digital. Ao mesmo tempo, leitores mais fortes tendem a ler notícias com mais frequência em dispositivos digitais ou equilibrar o seu tempo de leitura entre o formato papel e o formato digital. <br />Por outro lado, a maioria dos alunos com elevados níveis de desempenho a leitura também lê textos mais longos para a escola e lê diferentes tipos de textos, incluindo livros de ficção, como romances ou contos, e textos com diagramas e gráficos.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="58f30f1baf50fbdbfc940ff2ad58548a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68596063,"asset_id":50722600,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68596063/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50722600"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50722600"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50722600; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50722600]").text(description); $(".js-view-count[data-work-id=50722600]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50722600; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50722600']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "58f30f1baf50fbdbfc940ff2ad58548a" } } $('.js-work-strip[data-work-id=50722600]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50722600,"title":"O estado da leitura em Portugal. 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Despite the quite recent release of the first PISA results, today there is already some evidence of PISA impact and influence in the formulation, implementation and evaluation of public policies of education.<br />This work aims to be a contribution to the study of the impact and influence of PISA in Portugal and its relation with the education public policies through the analysis of the national press between December 2010 and December 2011.<br />To assess the impact of PISA in a country, the reaction in the media is a relevant element to analyse. In one hand because the media are now the main bodies that mediate the communication between the various social actors (Melo, 2005). And in other hand, the expression in the media does not necessarily reveal the political importance of a subject and will give us a consistent measure of the reactions of political reform to a particular fact, ie, the media response and policy response are not confused. This analysis will give us at least a measure of public controversy, because we conclude that, if a large number of news in the media about a subject means high relevance in the public opinion of that country. Not surprisingly, the impact of PISA in the media and possible relationships with public policy may be the subject of investigation in order to study these.<br />In a previous analysis performed to a set of PISA related news from 2000 to 2012, we conclude that the titles of news stories analyzed , unlike as in other European countries (Dixon et al., 2013), does not generally show a predominance of negative effect on education policies, the country, schools, teachers or students but also do not show the contrary. In fact there is an overall balance between the positive and negative sense, but its distribution by cycles shows that the positive direction is only relative to the PISA 2009 cycle, being the predominant negative direction for the remaining three previous PISA editions.<br />The news about the PISA results associate policy measures (taken or planned), especially in the PISA 2003 and PISA 2009 (which Portugal had quite different results) which leads us to conclude that the enhancement of the perception of negativity or positivity of the results obtained, strongly induces the establishment of relations with education policies. But also other factors related to the political and media agenda as the elections and change of government can influence the perception or visibility of this relationship.<br />As mentioned, this previous study shows a relation between PISA and the results obtained by the Portuguese students and their place in the national media. It is also possible, through the analyzed pieces, to establish the relationship between PISA and concrete policy measures in which the element PISA appears as legitimating the political decision.<br />The main objective of this analysis is to deepen the record of the speech of news related to PISA from the confrontation of the results of the content analysis performed in two Portuguese national reference daily newspapers: “Diário de Notícias” and “Público”. The questions we seek to answer with this analysis are: Who are the actors mentioned and quoted in the news? What results are underlined, the huge amount of PISA data? The factors that are associated with the PISA results?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9bc5516e16e9c706f7a57f1c7d0a612d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181369,"asset_id":38148730,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181369/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148730"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148730"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148730; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38148730]").text(description); $(".js-view-count[data-work-id=38148730]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38148730; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38148730']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9bc5516e16e9c706f7a57f1c7d0a612d" } } $('.js-work-strip[data-work-id=38148730]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38148730,"title":"PISA in Portuguese media: the impact of PISA 2009 in national public education policies","translated_title":"","metadata":{"abstract":"PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. Despite the quite recent release of the first PISA results, today there is already some evidence of PISA impact and influence in the formulation, implementation and evaluation of public policies of education.\nThis work aims to be a contribution to the study of the impact and influence of PISA in Portugal and its relation with the education public policies through the analysis of the national press between December 2010 and December 2011.\nTo assess the impact of PISA in a country, the reaction in the media is a relevant element to analyse. In one hand because the media are now the main bodies that mediate the communication between the various social actors (Melo, 2005). And in other hand, the expression in the media does not necessarily reveal the political importance of a subject and will give us a consistent measure of the reactions of political reform to a particular fact, ie, the media response and policy response are not confused. This analysis will give us at least a measure of public controversy, because we conclude that, if a large number of news in the media about a subject means high relevance in the public opinion of that country. Not surprisingly, the impact of PISA in the media and possible relationships with public policy may be the subject of investigation in order to study these.\nIn a previous analysis performed to a set of PISA related news from 2000 to 2012, we conclude that the titles of news stories analyzed , unlike as in other European countries (Dixon et al., 2013), does not generally show a predominance of negative effect on education policies, the country, schools, teachers or students but also do not show the contrary. In fact there is an overall balance between the positive and negative sense, but its distribution by cycles shows that the positive direction is only relative to the PISA 2009 cycle, being the predominant negative direction for the remaining three previous PISA editions.\nThe news about the PISA results associate policy measures (taken or planned), especially in the PISA 2003 and PISA 2009 (which Portugal had quite different results) which leads us to conclude that the enhancement of the perception of negativity or positivity of the results obtained, strongly induces the establishment of relations with education policies. But also other factors related to the political and media agenda as the elections and change of government can influence the perception or visibility of this relationship.\nAs mentioned, this previous study shows a relation between PISA and the results obtained by the Portuguese students and their place in the national media. It is also possible, through the analyzed pieces, to establish the relationship between PISA and concrete policy measures in which the element PISA appears as legitimating the political decision.\nThe main objective of this analysis is to deepen the record of the speech of news related to PISA from the confrontation of the results of the content analysis performed in two Portuguese national reference daily newspapers: “Diário de Notícias” and “Público”. The questions we seek to answer with this analysis are: Who are the actors mentioned and quoted in the news? What results are underlined, the huge amount of PISA data? The factors that are associated with the PISA results?","location":"Porto, Portugal","more_info":"ECER - 23. 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Despite the quite recent release of the first PISA results, today there is already some evidence of PISA impact and influence in the formulation, implementation and evaluation of public policies of education.\nThis work aims to be a contribution to the study of the impact and influence of PISA in Portugal and its relation with the education public policies through the analysis of the national press between December 2010 and December 2011.\nTo assess the impact of PISA in a country, the reaction in the media is a relevant element to analyse. In one hand because the media are now the main bodies that mediate the communication between the various social actors (Melo, 2005). And in other hand, the expression in the media does not necessarily reveal the political importance of a subject and will give us a consistent measure of the reactions of political reform to a particular fact, ie, the media response and policy response are not confused. This analysis will give us at least a measure of public controversy, because we conclude that, if a large number of news in the media about a subject means high relevance in the public opinion of that country. Not surprisingly, the impact of PISA in the media and possible relationships with public policy may be the subject of investigation in order to study these.\nIn a previous analysis performed to a set of PISA related news from 2000 to 2012, we conclude that the titles of news stories analyzed , unlike as in other European countries (Dixon et al., 2013), does not generally show a predominance of negative effect on education policies, the country, schools, teachers or students but also do not show the contrary. In fact there is an overall balance between the positive and negative sense, but its distribution by cycles shows that the positive direction is only relative to the PISA 2009 cycle, being the predominant negative direction for the remaining three previous PISA editions.\nThe news about the PISA results associate policy measures (taken or planned), especially in the PISA 2003 and PISA 2009 (which Portugal had quite different results) which leads us to conclude that the enhancement of the perception of negativity or positivity of the results obtained, strongly induces the establishment of relations with education policies. But also other factors related to the political and media agenda as the elections and change of government can influence the perception or visibility of this relationship.\nAs mentioned, this previous study shows a relation between PISA and the results obtained by the Portuguese students and their place in the national media. It is also possible, through the analyzed pieces, to establish the relationship between PISA and concrete policy measures in which the element PISA appears as legitimating the political decision.\nThe main objective of this analysis is to deepen the record of the speech of news related to PISA from the confrontation of the results of the content analysis performed in two Portuguese national reference daily newspapers: “Diário de Notícias” and “Público”. The questions we seek to answer with this analysis are: Who are the actors mentioned and quoted in the news? What results are underlined, the huge amount of PISA data? The factors that are associated with the PISA results?","internal_url":"https://www.academia.edu/38148730/PISA_in_Portuguese_media_the_impact_of_PISA_2009_in_national_public_education_policies","translated_internal_url":"","created_at":"2019-01-14T05:19:06.226-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[{"id":32211473,"work_id":38148730,"tagging_user_id":6230573,"tagged_user_id":30676434,"co_author_invite_id":null,"email":"v***s@ipcb.pt","affiliation":"Instituto Politécnico de Castelo Branco","display_order":1,"name":"Valter Lemos","title":"PISA in Portuguese media: the impact of PISA 2009 in national public education policies"}],"downloadable_attachments":[{"id":58181369,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58181369/thumbnails/1.jpg","file_name":"ASerrao_ECER2014_pisa_in_portuguese_media.pdf","download_url":"https://www.academia.edu/attachments/58181369/download_file","bulk_download_file_name":"PISA_in_Portuguese_media_the_impact_of_P.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58181369/ASerrao_ECER2014_pisa_in_portuguese_media-libre.pdf?1547503273=\u0026response-content-disposition=attachment%3B+filename%3DPISA_in_Portuguese_media_the_impact_of_P.pdf\u0026Expires=1738721047\u0026Signature=W7Ad2~pMnMB-1-5JVMnpeho8y~v7iAK0wyYrfrFdwlaC~8aVt0qcqszKPvacc1zwtoyOCDdlZrHBSgosIAa6hMCC1~030LW~eu0y4xVdh8Ck7cUNBqfkkYZDEKWOKuDPndI16XKBu-ce0u7MvEIb2d-QVjw2l3j-2z0SxPGphgfcJTqDFWqEZtpeTOXRizcntiy9e7fn8FB7R3akXVDWOvF8C2z5dTBdduXwKfl~h3Ev8kvtoVJvTTxInMUshQJqp81pyOXb2VNeWigyKy~zVeDDe-LF7hpE7Snsl-uILYYfJ1TRYNt75KqUJCrbmtlG-F825f7llR-sEep~Pxo8Uw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"PISA_in_Portuguese_media_the_impact_of_PISA_2009_in_national_public_education_policies","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. Despite the quite recent release of the first PISA results, today there is already some evidence of PISA impact and influence in the formulation, implementation and evaluation of public policies of education.\nThis work aims to be a contribution to the study of the impact and influence of PISA in Portugal and its relation with the education public policies through the analysis of the national press between December 2010 and December 2011.\nTo assess the impact of PISA in a country, the reaction in the media is a relevant element to analyse. In one hand because the media are now the main bodies that mediate the communication between the various social actors (Melo, 2005). And in other hand, the expression in the media does not necessarily reveal the political importance of a subject and will give us a consistent measure of the reactions of political reform to a particular fact, ie, the media response and policy response are not confused. This analysis will give us at least a measure of public controversy, because we conclude that, if a large number of news in the media about a subject means high relevance in the public opinion of that country. Not surprisingly, the impact of PISA in the media and possible relationships with public policy may be the subject of investigation in order to study these.\nIn a previous analysis performed to a set of PISA related news from 2000 to 2012, we conclude that the titles of news stories analyzed , unlike as in other European countries (Dixon et al., 2013), does not generally show a predominance of negative effect on education policies, the country, schools, teachers or students but also do not show the contrary. In fact there is an overall balance between the positive and negative sense, but its distribution by cycles shows that the positive direction is only relative to the PISA 2009 cycle, being the predominant negative direction for the remaining three previous PISA editions.\nThe news about the PISA results associate policy measures (taken or planned), especially in the PISA 2003 and PISA 2009 (which Portugal had quite different results) which leads us to conclude that the enhancement of the perception of negativity or positivity of the results obtained, strongly induces the establishment of relations with education policies. But also other factors related to the political and media agenda as the elections and change of government can influence the perception or visibility of this relationship.\nAs mentioned, this previous study shows a relation between PISA and the results obtained by the Portuguese students and their place in the national media. It is also possible, through the analyzed pieces, to establish the relationship between PISA and concrete policy measures in which the element PISA appears as legitimating the political decision.\nThe main objective of this analysis is to deepen the record of the speech of news related to PISA from the confrontation of the results of the content analysis performed in two Portuguese national reference daily newspapers: “Diário de Notícias” and “Público”. The questions we seek to answer with this analysis are: Who are the actors mentioned and quoted in the news? What results are underlined, the huge amount of PISA data? 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This international programme created by the O...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Portugal has been participating in PISA since 2000. This international programme created by the OECD, aims at evaluating education systems of the participating countries by the assessment of the skills and knowledge of 15 year old students, in a triennial basis. The survey includes three different domains: reading, mathematics, and science literacy, The results so far available in the PISA survey allow comparisons between students of participating countries and also provide an understanding of the importance of several relevant factors such as gender, socio-economic background, type of school (public/private), region, among others, as factors of their performance.<br />The results from PISA 2009 showed that in Portugal more than 35% of students were resilient. Students are called resilient when they reach high performance standards under poor socio-economic circumstances, that is to say, they perform against the odds. The identification of the individual and school factors underlying these examples of success is of paramount importance. In fact, understanding why these students have such high levels of performance in reading literacy can simultaneously reveal good practices – at home and school – and also shed light on causes of student failure. The importance of resilient students it that they prove that there is in the education system – at individual, family and school levels – the ability to mitigate or even eliminate the impact of socio-economic context.<br />According to OECD, resilient students are those who “[...] come from disadvantaged backgrounds yet exhibit high levels of school success” (OECD, 2011a). OECD in this study Against the Odds: Disadvantaged Students Who Succeed in School (OECD, 2011a), presents two definitions to identify resilient students: one for intra-country analysis and another for comparisons among countries. Both definitions are supported in two indicators: the Index of Economic, Social and Cultural Status and the performance score achieved by the student (especially in reading literacy, the major domain in PISA 2009). Taking into reference the definition that includes the intra-country analysis, resilient students are the ones that fall within both the first tertile (below the 33th percentile) of their country ESCS and the last tertile (above the 67th percentile) of the distribution range of the reading performance in their country.<br />This research focus on the analysis of schools with disadvantaged socio-economic background that have promoted successful students in reading literacy. The research questions to be responded in the framework of this work are:<br />What is the moderating role of the school in the compensation of adverse socio-economic and cultural context to student success?<br />Which school characteristics promote successful students, particularly those with low socio-economic and cultural status?<br />What is the mediating role of study practices and reading strategies developed by students with low socio-economic and cultural status which make them resilient students?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="510f937fcca4e4e4ebb141995e7c1ce7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181332,"asset_id":38148694,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181332/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148694"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148694"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148694; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38148694]").text(description); $(".js-view-count[data-work-id=38148694]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38148694; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38148694']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "510f937fcca4e4e4ebb141995e7c1ce7" } } $('.js-work-strip[data-work-id=38148694]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38148694,"title":"Resilient Portuguese Students in PISA","translated_title":"","metadata":{"abstract":"Portugal has been participating in PISA since 2000. This international programme created by the OECD, aims at evaluating education systems of the participating countries by the assessment of the skills and knowledge of 15 year old students, in a triennial basis. The survey includes three different domains: reading, mathematics, and science literacy, The results so far available in the PISA survey allow comparisons between students of participating countries and also provide an understanding of the importance of several relevant factors such as gender, socio-economic background, type of school (public/private), region, among others, as factors of their performance.\nThe results from PISA 2009 showed that in Portugal more than 35% of students were resilient. Students are called resilient when they reach high performance standards under poor socio-economic circumstances, that is to say, they perform against the odds. The identification of the individual and school factors underlying these examples of success is of paramount importance. In fact, understanding why these students have such high levels of performance in reading literacy can simultaneously reveal good practices – at home and school – and also shed light on causes of student failure. The importance of resilient students it that they prove that there is in the education system – at individual, family and school levels – the ability to mitigate or even eliminate the impact of socio-economic context.\nAccording to OECD, resilient students are those who “[...] come from disadvantaged backgrounds yet exhibit high levels of school success” (OECD, 2011a). OECD in this study Against the Odds: Disadvantaged Students Who Succeed in School (OECD, 2011a), presents two definitions to identify resilient students: one for intra-country analysis and another for comparisons among countries. Both definitions are supported in two indicators: the Index of Economic, Social and Cultural Status and the performance score achieved by the student (especially in reading literacy, the major domain in PISA 2009). Taking into reference the definition that includes the intra-country analysis, resilient students are the ones that fall within both the first tertile (below the 33th percentile) of their country ESCS and the last tertile (above the 67th percentile) of the distribution range of the reading performance in their country.\nThis research focus on the analysis of schools with disadvantaged socio-economic background that have promoted successful students in reading literacy. The research questions to be responded in the framework of this work are:\nWhat is the moderating role of the school in the compensation of adverse socio-economic and cultural context to student success?\nWhich school characteristics promote successful students, particularly those with low socio-economic and cultural status?\nWhat is the mediating role of study practices and reading strategies developed by students with low socio-economic and cultural status which make them resilient students?","location":"Porto, Portugal","more_info":"ECER - Network 09. 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The survey includes three different domains: reading, mathematics, and science literacy, The results so far available in the PISA survey allow comparisons between students of participating countries and also provide an understanding of the importance of several relevant factors such as gender, socio-economic background, type of school (public/private), region, among others, as factors of their performance.\nThe results from PISA 2009 showed that in Portugal more than 35% of students were resilient. Students are called resilient when they reach high performance standards under poor socio-economic circumstances, that is to say, they perform against the odds. The identification of the individual and school factors underlying these examples of success is of paramount importance. In fact, understanding why these students have such high levels of performance in reading literacy can simultaneously reveal good practices – at home and school – and also shed light on causes of student failure. The importance of resilient students it that they prove that there is in the education system – at individual, family and school levels – the ability to mitigate or even eliminate the impact of socio-economic context.\nAccording to OECD, resilient students are those who “[...] come from disadvantaged backgrounds yet exhibit high levels of school success” (OECD, 2011a). OECD in this study Against the Odds: Disadvantaged Students Who Succeed in School (OECD, 2011a), presents two definitions to identify resilient students: one for intra-country analysis and another for comparisons among countries. Both definitions are supported in two indicators: the Index of Economic, Social and Cultural Status and the performance score achieved by the student (especially in reading literacy, the major domain in PISA 2009). Taking into reference the definition that includes the intra-country analysis, resilient students are the ones that fall within both the first tertile (below the 33th percentile) of their country ESCS and the last tertile (above the 67th percentile) of the distribution range of the reading performance in their country.\nThis research focus on the analysis of schools with disadvantaged socio-economic background that have promoted successful students in reading literacy. The research questions to be responded in the framework of this work are:\nWhat is the moderating role of the school in the compensation of adverse socio-economic and cultural context to student success?\nWhich school characteristics promote successful students, particularly those with low socio-economic and cultural status?\nWhat is the mediating role of study practices and reading strategies developed by students with low socio-economic and cultural status which make them resilient students?","internal_url":"https://www.academia.edu/38148694/Resilient_Portuguese_Students_in_PISA","translated_internal_url":"","created_at":"2019-01-14T05:14:24.515-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[{"id":32211468,"work_id":38148694,"tagging_user_id":6230573,"tagged_user_id":30633916,"co_author_invite_id":null,"email":"c***f@isr.ist.utl.pt","display_order":1,"name":"Carlos Pinto-ferreira","title":"Resilient Portuguese Students in PISA"}],"downloadable_attachments":[{"id":58181332,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58181332/thumbnails/1.jpg","file_name":"ASerrao_ECER2014_resilient_portuguese_students_in_pisa.pdf","download_url":"https://www.academia.edu/attachments/58181332/download_file","bulk_download_file_name":"Resilient_Portuguese_Students_in_PISA.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58181332/ASerrao_ECER2014_resilient_portuguese_students_in_pisa-libre.pdf?1547503191=\u0026response-content-disposition=attachment%3B+filename%3DResilient_Portuguese_Students_in_PISA.pdf\u0026Expires=1738721047\u0026Signature=N-0WrARgot7tYRRro9h-SCh3UFegMXVeFpLm71pvuk3fRCdg6KngZvzMXcxNEGVdfnnAF5KdT6rF2XjDDS3vwpJ87XUcbFJBfQH9nGQmt1ZdcZ4VvadvESzu4vjqcfKv8T9LfHHqS6rKUTnRTDl1KSVKoxp5J~nr8XgN7R-obIoG~oIEuZL3cGJ07NYsVdOrDxglkRD7bN3ZH1FNBLZtEXdekM~Q-HnAcgx8bG99-ZBHRBN-NnNQYTkPBpYcRTkzKvIgND6Nhgf~-YKypqP3scSyG~qMuD~ns1fcsVhqGaDukzQeYowlHXpKSxfGsLG41GKRucSjFsEoMdcXyzO3ZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Resilient_Portuguese_Students_in_PISA","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"Portugal has been participating in PISA since 2000. 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In fact, understanding why these students have such high levels of performance in reading literacy can simultaneously reveal good practices – at home and school – and also shed light on causes of student failure. The importance of resilient students it that they prove that there is in the education system – at individual, family and school levels – the ability to mitigate or even eliminate the impact of socio-economic context.\nAccording to OECD, resilient students are those who “[...] come from disadvantaged backgrounds yet exhibit high levels of school success” (OECD, 2011a). OECD in this study Against the Odds: Disadvantaged Students Who Succeed in School (OECD, 2011a), presents two definitions to identify resilient students: one for intra-country analysis and another for comparisons among countries. Both definitions are supported in two indicators: the Index of Economic, Social and Cultural Status and the performance score achieved by the student (especially in reading literacy, the major domain in PISA 2009). Taking into reference the definition that includes the intra-country analysis, resilient students are the ones that fall within both the first tertile (below the 33th percentile) of their country ESCS and the last tertile (above the 67th percentile) of the distribution range of the reading performance in their country.\nThis research focus on the analysis of schools with disadvantaged socio-economic background that have promoted successful students in reading literacy. The research questions to be responded in the framework of this work are:\nWhat is the moderating role of the school in the compensation of adverse socio-economic and cultural context to student success?\nWhich school characteristics promote successful students, particularly those with low socio-economic and cultural status?\nWhat is the mediating role of study practices and reading strategies developed by students with low socio-economic and cultural status which make them resilient students?","owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[{"id":58181332,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58181332/thumbnails/1.jpg","file_name":"ASerrao_ECER2014_resilient_portuguese_students_in_pisa.pdf","download_url":"https://www.academia.edu/attachments/58181332/download_file","bulk_download_file_name":"Resilient_Portuguese_Students_in_PISA.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58181332/ASerrao_ECER2014_resilient_portuguese_students_in_pisa-libre.pdf?1547503191=\u0026response-content-disposition=attachment%3B+filename%3DResilient_Portuguese_Students_in_PISA.pdf\u0026Expires=1738721047\u0026Signature=N-0WrARgot7tYRRro9h-SCh3UFegMXVeFpLm71pvuk3fRCdg6KngZvzMXcxNEGVdfnnAF5KdT6rF2XjDDS3vwpJ87XUcbFJBfQH9nGQmt1ZdcZ4VvadvESzu4vjqcfKv8T9LfHHqS6rKUTnRTDl1KSVKoxp5J~nr8XgN7R-obIoG~oIEuZL3cGJ07NYsVdOrDxglkRD7bN3ZH1FNBLZtEXdekM~Q-HnAcgx8bG99-ZBHRBN-NnNQYTkPBpYcRTkzKvIgND6Nhgf~-YKypqP3scSyG~qMuD~ns1fcsVhqGaDukzQeYowlHXpKSxfGsLG41GKRucSjFsEoMdcXyzO3ZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3332,"name":"Resilience","url":"https://www.academia.edu/Documents/in/Resilience"},{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"}],"urls":[{"id":8675594,"url":"https://eera-ecer.de/ecer-programmes/conference/19/contribution/32475/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38148667"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/38148667/The_impact_of_PISA_in_the_definition_of_national_public_education_policies"><img alt="Research paper thumbnail of The impact of PISA in the definition of national public education policies" class="work-thumbnail" src="https://attachments.academia-assets.com/58181298/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/38148667/The_impact_of_PISA_in_the_definition_of_national_public_education_policies">The impact of PISA in the definition of national public education policies</a></div><div class="wp-workCard_item"><span>The impact of PISA in the definition of national public education policies</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PISA is an international comparative study conducted regularly to assess the state of education s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PISA is an international comparative study conducted regularly to assess the state of education systems. This programme is increasingly considered not only as a performance evaluator but also as an instrument to understand the social impact of education systems. The results of PISA have a substantial impact on the educational policy of the participating countries (Bieber, 2011 and Breakspear, 2012). However, studies about the impact of PISA on national reforms in education are scarce, and those that exist – trying to establish a relationship between the ability of OECD initiatives to influence national reforms with the PISA programme – are not deep enough and insightful (Grek, 2009).<br /><br />This study aims at examining to what extent the Programme for International Student Assessment (PISA) can be an important tool in the definition of public policies in education in Portugal. Also to what extent this international program does have oriented deep political reforms of education systems (Pepin , 2011).<br /><br />The major challenge of this study is to demonstrate in which aspects PISA can be a way to stimulate, regulate and guide the discussion and action about education policy for quality and school effectiveness – a result tobe achieved by promoting the debate and decision making on educational policies aimed at improving teaching and conditions of student learning.<br /><br />International studies such as PISA have been used as indicators of educational performance at national and international levels. For this reason, policy makers have to take into account the results obtained by their country in each PISA cycle. However, it is not yet clear what is the impact of PISA in the reorganization of national education systems or the OECD influence on the discussion of public education policies. It seems therefore important to understand what is the impact of the PISA as an instrument developed and applied for this purpose.<br /><br />PISA is in fact, on the one hand, an international monitoring program of education systems through evaluation of student performance, and on the other hand, an important instrument provinding key policy recommendations for political dialogue on education (Alasuutari, 2011).<br /><br />Portugal participates in PISA since its first assessment cycle in 2000, but never thoroughly studied what impact this international program has had on public policy making in education in the last 10 years, especially in the promotion of education policies to improve the quality and efficacy of the Portuguese education system.<br /><br />Between 2000 and 2009 PISA, Portuguese results showed a decrease of about 8% of students with low reading literacy performance, from about 52% of total students to 44%. For instance, to understand what underlies this results, it is important to identify (i) which measures to reduce student failure were implemented during this period and that have a relationship with PISA, and, (i) what characterizes this group of students in order to understand what differentiates students with moderate to high levels of performance.<br /><br />The questions which are intended to respond to this study are:<br />•What changes in educational policies and practices have been made in the light of PISA results?<br />•What is the impact of PISA results in educational policy as student failure?<br />•How do policy makers interpret the PISA results in order to justify decisions in national educational policy in the past? And what about new areas of development related to education?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b008441e5b98b4b878e32d1ee6166b15" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181298,"asset_id":38148667,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181298/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148667"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148667; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38148667]").text(description); $(".js-view-count[data-work-id=38148667]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38148667; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38148667']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b008441e5b98b4b878e32d1ee6166b15" } } $('.js-work-strip[data-work-id=38148667]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38148667,"title":"The impact of PISA in the definition of national public education policies","translated_title":"","metadata":{"abstract":"PISA is an international comparative study conducted regularly to assess the state of education systems. This programme is increasingly considered not only as a performance evaluator but also as an instrument to understand the social impact of education systems. The results of PISA have a substantial impact on the educational policy of the participating countries (Bieber, 2011 and Breakspear, 2012). However, studies about the impact of PISA on national reforms in education are scarce, and those that exist – trying to establish a relationship between the ability of OECD initiatives to influence national reforms with the PISA programme – are not deep enough and insightful (Grek, 2009).\n\nThis study aims at examining to what extent the Programme for International Student Assessment (PISA) can be an important tool in the definition of public policies in education in Portugal. Also to what extent this international program does have oriented deep political reforms of education systems (Pepin , 2011).\n\nThe major challenge of this study is to demonstrate in which aspects PISA can be a way to stimulate, regulate and guide the discussion and action about education policy for quality and school effectiveness – a result tobe achieved by promoting the debate and decision making on educational policies aimed at improving teaching and conditions of student learning.\n\nInternational studies such as PISA have been used as indicators of educational performance at national and international levels. For this reason, policy makers have to take into account the results obtained by their country in each PISA cycle. However, it is not yet clear what is the impact of PISA in the reorganization of national education systems or the OECD influence on the discussion of public education policies. It seems therefore important to understand what is the impact of the PISA as an instrument developed and applied for this purpose.\n\nPISA is in fact, on the one hand, an international monitoring program of education systems through evaluation of student performance, and on the other hand, an important instrument provinding key policy recommendations for political dialogue on education (Alasuutari, 2011).\n\nPortugal participates in PISA since its first assessment cycle in 2000, but never thoroughly studied what impact this international program has had on public policy making in education in the last 10 years, especially in the promotion of education policies to improve the quality and efficacy of the Portuguese education system.\n\nBetween 2000 and 2009 PISA, Portuguese results showed a decrease of about 8% of students with low reading literacy performance, from about 52% of total students to 44%. For instance, to understand what underlies this results, it is important to identify (i) which measures to reduce student failure were implemented during this period and that have a relationship with PISA, and, (i) what characterizes this group of students in order to understand what differentiates students with moderate to high levels of performance.\n\nThe questions which are intended to respond to this study are:\n•What changes in educational policies and practices have been made in the light of PISA results?\n•What is the impact of PISA results in educational policy as student failure?\n•How do policy makers interpret the PISA results in order to justify decisions in national educational policy in the past? And what about new areas of development related to education?","location":"Porto, Portugal","more_info":"ECER - 21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)","event_date":{"day":2,"month":9,"year":2014,"errors":{}},"organization":"ECER","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"The impact of PISA in the definition of national public education policies","conference_end_date":{"day":5,"month":9,"year":2014,"errors":{}},"conference_start_date":{"day":2,"month":9,"year":2014,"errors":{}}},"translated_abstract":"PISA is an international comparative study conducted regularly to assess the state of education systems. This programme is increasingly considered not only as a performance evaluator but also as an instrument to understand the social impact of education systems. The results of PISA have a substantial impact on the educational policy of the participating countries (Bieber, 2011 and Breakspear, 2012). However, studies about the impact of PISA on national reforms in education are scarce, and those that exist – trying to establish a relationship between the ability of OECD initiatives to influence national reforms with the PISA programme – are not deep enough and insightful (Grek, 2009).\n\nThis study aims at examining to what extent the Programme for International Student Assessment (PISA) can be an important tool in the definition of public policies in education in Portugal. Also to what extent this international program does have oriented deep political reforms of education systems (Pepin , 2011).\n\nThe major challenge of this study is to demonstrate in which aspects PISA can be a way to stimulate, regulate and guide the discussion and action about education policy for quality and school effectiveness – a result tobe achieved by promoting the debate and decision making on educational policies aimed at improving teaching and conditions of student learning.\n\nInternational studies such as PISA have been used as indicators of educational performance at national and international levels. For this reason, policy makers have to take into account the results obtained by their country in each PISA cycle. However, it is not yet clear what is the impact of PISA in the reorganization of national education systems or the OECD influence on the discussion of public education policies. It seems therefore important to understand what is the impact of the PISA as an instrument developed and applied for this purpose.\n\nPISA is in fact, on the one hand, an international monitoring program of education systems through evaluation of student performance, and on the other hand, an important instrument provinding key policy recommendations for political dialogue on education (Alasuutari, 2011).\n\nPortugal participates in PISA since its first assessment cycle in 2000, but never thoroughly studied what impact this international program has had on public policy making in education in the last 10 years, especially in the promotion of education policies to improve the quality and efficacy of the Portuguese education system.\n\nBetween 2000 and 2009 PISA, Portuguese results showed a decrease of about 8% of students with low reading literacy performance, from about 52% of total students to 44%. For instance, to understand what underlies this results, it is important to identify (i) which measures to reduce student failure were implemented during this period and that have a relationship with PISA, and, (i) what characterizes this group of students in order to understand what differentiates students with moderate to high levels of performance.\n\nThe questions which are intended to respond to this study are:\n•What changes in educational policies and practices have been made in the light of PISA results?\n•What is the impact of PISA results in educational policy as student failure?\n•How do policy makers interpret the PISA results in order to justify decisions in national educational policy in the past? And what about new areas of development related to education?","internal_url":"https://www.academia.edu/38148667/The_impact_of_PISA_in_the_definition_of_national_public_education_policies","translated_internal_url":"","created_at":"2019-01-14T05:09:52.395-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[{"id":58181298,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58181298/thumbnails/1.jpg","file_name":"ASerrao_ECER2014_ERG.pdf","download_url":"https://www.academia.edu/attachments/58181298/download_file","bulk_download_file_name":"The_impact_of_PISA_in_the_definition_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58181298/ASerrao_ECER2014_ERG-libre.pdf?1547503189=\u0026response-content-disposition=attachment%3B+filename%3DThe_impact_of_PISA_in_the_definition_of.pdf\u0026Expires=1738721047\u0026Signature=WXhLewbJyeyjZ6oG8Y9A2QgSPtY2ga~Vo7bKni9hfvbzhPvYIkxM8hJhULVyKVuh~B8hCuu-et95CjxagGQANlI~LIQXIp6RllvC6tPUXyp3Mto36yC9bREuaRUxYdVyLr5ikT3BnqfwBom6~KOyouw4UR8wtlTWh2PppBmRZqKea5LZAAmVdDeTAktOh22DWgL~A~JoKAkbmf6Qv0Cse9ydNOpC5s8A83miGJVv34O6dhJLLn2ofUc5YJNLP6GOTfDVHgUOo5MUuJ1u7-qxy4wIr1NPrzqM9jtFGkCYGt63ui1JOyU3c4vvB0rrqWZmkht7YQL4b19RHO86DoiQDw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_impact_of_PISA_in_the_definition_of_national_public_education_policies","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"PISA is an international comparative study conducted regularly to assess the state of education systems. This programme is increasingly considered not only as a performance evaluator but also as an instrument to understand the social impact of education systems. The results of PISA have a substantial impact on the educational policy of the participating countries (Bieber, 2011 and Breakspear, 2012). However, studies about the impact of PISA on national reforms in education are scarce, and those that exist – trying to establish a relationship between the ability of OECD initiatives to influence national reforms with the PISA programme – are not deep enough and insightful (Grek, 2009).\n\nThis study aims at examining to what extent the Programme for International Student Assessment (PISA) can be an important tool in the definition of public policies in education in Portugal. Also to what extent this international program does have oriented deep political reforms of education systems (Pepin , 2011).\n\nThe major challenge of this study is to demonstrate in which aspects PISA can be a way to stimulate, regulate and guide the discussion and action about education policy for quality and school effectiveness – a result tobe achieved by promoting the debate and decision making on educational policies aimed at improving teaching and conditions of student learning.\n\nInternational studies such as PISA have been used as indicators of educational performance at national and international levels. For this reason, policy makers have to take into account the results obtained by their country in each PISA cycle. However, it is not yet clear what is the impact of PISA in the reorganization of national education systems or the OECD influence on the discussion of public education policies. 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The outcomes...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Primary education students are exposed to universal assessment tests in Mathematics. The outcomes of these tests provide information which can be used to improve the efficacy of the educational system. The differentiated processed information is sent as a feedback to policy makers, school principals, teachers, students and parents. The present study aims at analyzing the performance evolution of about 100,000 Portuguese students from grade 4 to 6 in what respects competences (concepts and procedures, problem solving, reasoning and communication) and contents (numbers and operations, geometry, statistics and algebra), tested by those assessment instruments. The identification of possible problems relating either to specific competences or to particular thematic domains can help to improve successful classroom strategies. A comparative analysis of the students’ performances in 2007 (Grade 4) and 2009 (Grade 6) tests will be performed, linking these data sets with IRT models. The intent of this paper is to explain the evolution of elementary school students’ performances in Mathematics aiming at the identification of possible problems and the proposal of adequate strategies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fb9e51a0d67ee751e06b1a26dd60aa0d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181257,"asset_id":38148629,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181257/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148629"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148629"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148629; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38148570"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/38148570/Politics_of_employment_and_education_and_youth_employability"><img alt="Research paper thumbnail of Politics of employment and education and youth employability" class="work-thumbnail" src="https://attachments.academia-assets.com/58181204/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/38148570/Politics_of_employment_and_education_and_youth_employability">Politics of employment and education and youth employability</a></div><div class="wp-workCard_item"><span>Politics of employment and education and youth employability</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The abstract proposal aims at discussing the politics orientated to the promotion of youth employ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The abstract proposal aims at discussing the politics orientated to the promotion of youth employability. The paper results from a research project being held in Portugal concerning the “impact of educational level (basic and secondary) on youth employability: Portugal in the European context”. Hence, it is proposed to present the main results concerning the analysis of the main measures of politics of education, training, employment and unemployment. As youth employability intercepts the politics of education and employment, in a broader sense, one cannot limit the research, neither on the politics of education/ training, neither on employment/unemployment. As the main aim of the research is to contextualize the Portuguese case in Europe, it will be presented an analysis on the main politic measures concerning youth employability at the European level. The proposal is to present a critical reflection concerning: the processes of young people transition to the labour market; the main political measures taken by the European countries on this domain; the main similarities and dissimilarities between the European countries. The analysis will be also based on: the analysis of other studies developed about the different European countries; the characterization of the systems of education of the European countries; and a general portrait based on statistical analysis of the main changes that took place in the European countries and, more deeply, in the Portuguese labour market in the last 30 years.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="191f5aacc5cb1677ec69fe274927b2ea" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181204,"asset_id":38148570,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181204/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148570"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148570"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148570; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38148570]").text(description); $(".js-view-count[data-work-id=38148570]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38148570; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38148570']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1313933" id="papers"><div class="js-work-strip profile--work_container" data-work-id="50722784"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50722784/The_Impact_of_Grade_Repetition_in_Student_Performance_in_Reading_Literacy"><img alt="Research paper thumbnail of The Impact of Grade Repetition in Student Performance in Reading Literacy" class="work-thumbnail" src="https://attachments.academia-assets.com/68596201/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50722784/The_Impact_of_Grade_Repetition_in_Student_Performance_in_Reading_Literacy">The Impact of Grade Repetition in Student Performance in Reading Literacy</a></div><div class="wp-workCard_item"><span>Conference Proceedings of The Future of Education 2021 </span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Since 2000 that PISA has been provided information of the Portuguese school system in what concer...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Since 2000 that PISA has been provided information of the Portuguese school system in what concerns the competences of the Portuguese 15-years-old students. From 2000 to 2006 the Portuguese students performed modestly in all three competences evaluated: reading literacy, mathematics literacy and scientific literacy. However in 2009 Portugal results have increased reaching the OECD average in reading literacy and so far the results have remained at the OECD average. A first exploration of the 2009 PISA database showed a big change in the distribution of the Portuguese students by grade. The typical grade of a 15-year-old student in Portugal is the 10th grade, the first grade of ISCED 3, although in Portugal in 2006 almost 50% of the students who participated in PISA were in the 9th grade or less. And these students have been affected by the phenomenon of grade repetition and some of them have been repeating the same grade more than once. From 2006 to 2009 Portugal has made an effort to reduce the high grade repetition rates in all levels of education from 19.1% in ISCED 2 and 30.6% in ISCED 3 in 2006 to 13.8% in ISCED 2 and 18, 7% in ISCED 3 in 2009. The problem of grade repetition in Portugal is not only due to the high rates, one of the highest in the OECD countries [4], but also this phenomenon is even more serious because often a student who repeats a year tends to repeat once again entering into what is known as a cycle of repetition. This difficult the students recovery and progress in education and before 2006, when several educational measures were implemented, these cycles of repetition were the major cause of drop-outs from school [1][2][3]. The PISA Student Questionnaire collects information about this phenomenon in two different ways: one indirectly, asking students in what grade they are and other directly, asking students how many times they repeat a grade. With this analysis we intend to answer the following questions: (a) What is the association between grade repetition and reading performance? (b) How can we characterize grade repetition in Portugal compared to other countries that participated in PISA 2000, 2009 and 2018? (c) What are the characteristics of students retained in Portugal in terms of cultural and socioeconomic status, gender, type and location of school, immigrant status, household income and expenditure on education? (d) What is the effect of being retained on the student's performance in reading? And how it evolved from 2000 to 2018?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="28e85e0a381da96afce7aaf308cb0086" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68596201,"asset_id":50722784,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68596201/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50722784"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50722784"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50722784; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50722784]").text(description); $(".js-view-count[data-work-id=50722784]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50722784; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50722784']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "28e85e0a381da96afce7aaf308cb0086" } } $('.js-work-strip[data-work-id=50722784]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50722784,"title":"The Impact of Grade Repetition in Student Performance in Reading Literacy","internal_url":"https://www.academia.edu/50722784/The_Impact_of_Grade_Repetition_in_Student_Performance_in_Reading_Literacy","owner_id":6230573,"coauthors_can_edit":true,"owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[{"id":68596201,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68596201/thumbnails/1.jpg","file_name":"7500_SAS5240_FP_FOE11.pdf","download_url":"https://www.academia.edu/attachments/68596201/download_file","bulk_download_file_name":"The_Impact_of_Grade_Repetition_in_Studen.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68596201/7500_SAS5240_FP_FOE11-libre.pdf?1628095928=\u0026response-content-disposition=attachment%3B+filename%3DThe_Impact_of_Grade_Repetition_in_Studen.pdf\u0026Expires=1739744086\u0026Signature=M3tU4vIahlDLLbNzh0XzrZwzGrY7QomfH3bhtzrmSzUOSjy2ryNXHRkxfZYoYN20x85Qc-7XuwCdb6yLfp1AKRtoBw9d5d1qFp~18UrLZYd-702TPS7Vuv1Wqtq2vzpkqFXPdDDiRJAB6L9hpz5-8pUxzDH6go2wQ-gnVG84QlcbxwqEdwTtYy3f2cpqFrWZLKn20o5xbcb4R-ta5M9zXoM0S5lZ-MtUMOVdyWSO6L-HAFjry2UHxu8qsFDM2wW6YybRigN~j3BtMs9XM~yWCfcuoySOAqbc7SAdoTGDO5r8S3RTets5X7bR4ifHbuSEnfL6wIILPVLmAPy63DF3lg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49366685"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/49366685/O_PISA_e_a_participa%C3%A7%C3%A3o_de_Portugal"><img alt="Research paper thumbnail of O PISA e a participação de Portugal" class="work-thumbnail" src="https://attachments.academia-assets.com/67742363/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/49366685/O_PISA_e_a_participa%C3%A7%C3%A3o_de_Portugal">O PISA e a participação de Portugal</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PISA (Programme for International Student Assessment) is an international student assessment prog...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PISA (Programme for International Student Assessment) is an international student assessment program of reading, mathematics and science literacy promoted by the OECD since 2000. With a specific framework of evaluation produced by OECD and with an extensive set of objective and rigorous rules and procedures for implementing the program, the OECD provides, through the work of an international consortium developed in close coordination with participating countries, a uniform and comparable implementation of PISA in all participating countries. This article presents a detailed characterization of one of the most important instruments of educational policy, whose effect on the definition of educational policies and representations on the quality of public education systems in different countries has been the subject of numerous studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ce3d93123e99d2975e35a9b8f31eba0a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67742363,"asset_id":49366685,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67742363/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49366685"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49366685"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49366685; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12138487"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12138487/O_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAV%C3%89S_DOS_MEDIA"><img alt="Research paper thumbnail of O IMPACTO DO PISA EM PORTUGAL ATRAVÉS DOS MEDIA" class="work-thumbnail" src="https://attachments.academia-assets.com/37446472/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12138487/O_IMPACTO_DO_PISA_EM_PORTUGAL_ATRAV%C3%89S_DOS_MEDIA">O IMPACTO DO PISA EM PORTUGAL ATRAVÉS DOS MEDIA</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ipcb.academia.edu/ValterLemos">Valter Lemos</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PISA has been an instrument of action of the OECD with public impact and influence on education p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. This article looks at how PISA and dissemination of results from Portuguese students were treated in three media of national reference between 2001 and 2012: the daily newspaper Diário de Notícias, the weekly newspaper Expresso and the weekly Visão. It was concluded that the national media have been playing an important role in disseminating the PISA results, with a significant increase in the number of news stories, helping to shape the national education policy often when establishing relationship between PISA and concrete policy measures where this program seems to appear as legitimizing element of political decision.<br />Keywords: PISA, OCDE, media</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="32b30e30e4ce48eec480d844b8d07c3c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37446472,"asset_id":12138487,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37446472/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12138487"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12138487"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12138487; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12138487]").text(description); $(".js-view-count[data-work-id=12138487]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12138487; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12138487']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "32b30e30e4ce48eec480d844b8d07c3c" } } $('.js-work-strip[data-work-id=12138487]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12138487,"title":"O IMPACTO DO PISA EM PORTUGAL ATRAVÉS DOS MEDIA","translated_title":"","metadata":{"abstract":"PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. 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Este programa visava evidenciar, entre outros aspetos, bons exemplos de políticas públicas de educação, orientadas para melhoria dos sistemas de ensino (Grek, 2009 e Rochex, 2006). Para este efeito, a OCDE criou o programa de avaliação PISA – Programme for International Student Assessment – com o objetivo de medir as competências dos alunos em leitura, matemática, ciências e resolução de problemas, bem como para aferir as competências consideradas mais adequadas a uma sociedade do conhecimento e da informação. <br />As avaliações PISA permitem determinar os níveis de competência dos alunos de 15 anos e aferir a sua capacidade de aplicar conhecimentos e conceitos adquiridos ao longo da sua escolarização a situações reais do seu quotidiano (OCDE, 2001). Neste sentido, o PISA em vez de incidir apenas na avaliação do que os alunos de 15 anos dominam acerca de um currículo específico, procura medir o que eles conseguem fazer com o conhecimento adquirido na escola. Esta orientação reflete uma mudança nas metas e objetivos dos currículos em si, uma vez que se preocupa com o que os alunos podem fazer a partir do que aprenderam na escola e não com a sua capacidade de reproduzir o que lhes foi transmitido (OCDE, sd).<br />O PISA é assim um estudo internacional que pode ser utilizado para informar os países no que diz respeito: ao desempenho dos seus sistemas de ensino, à equidade na distribuição de oportunidades de aprendizagem, à consistência do desempenho escolar e às disposições dos alunos em relação à aprendizagem (OCDE, 1999). O PISA não só compara os resultados educacionais alcançados pelos vários países em diferentes domínios da leitura, matemática e ciências, mas também tenta explicar por que razão alguns sistemas nacionais de ensino têm vindo a avançar, do ponto de vista de qualidade e equidade, mais rapidamente do que outros.<br />Por este motivo, desde o primeiro ciclo do PISA no ano 2000, a OCDE tem vindo a tornar-se numa referência na produção de indicadores sobre a qualidade dos sistemas de ensino nacionais, uma vez que segundo a própria OCDE, o programa PISA visa proporcionar uma nova base para o diálogo político e para a colaboração na definição e operacionalização de objetivos educacionais, fornecendo dados que sustentem a definição de medidas, as explicações sobre os fatores que contribuem para o desenvolvimento de competências e a forma como esses fatores atuam em diferentes países (OCDE, 2001 e 2004).<br />Embora o PISA não permita estabelecer uma relação direta de causa-efeito entre as práticas e políticas educativas dos vários países e os resultados dos alunos, este estudo proporciona, a diferentes destinatários – responsáveis políticos, investigadores, comunidade educativa e cidadãos – uma base de trabalho para serem analisados fatores comuns e distintos entre os vários sistemas de ensino dos países participantes e de que forma estes espelham a relação dos alunos com a escola e com as suas aprendizagens (OCDE, 2013a).<br />Em Portugal, a adesão ao PISA concretizou-se em janeiro de 1999, decorrente de uma decisão tomada pelo Ministro da Educação do XIII Governo Constitucional (1995-1999), o Prof. Doutor Eduardo Marçal Grilo. Esta adesão surge num contexto nacional em que a avaliação de desempenho dos alunos ocupava um lugar central na discussão pública sobre educação. São exemplos disso a reintrodução dos exames nacionais do ensino secundário em 1996 (Decreto-Lei n.º 318/95) e a criação, no ano seguinte, de um serviço central do Ministério da Educação com funções “de conceção, coordenação, controlo e validação dos instrumentos de avaliação sumativa externa ao nível do ensino secundário” (Decreto-Lei n.º 229/97). <br />É hoje possível afirmar que os resultados e os instrumentos PISA foram, ao longo do tempo, ganhando presença no debate público, em particular nos media, sobre educação em Portugal e no processo de decisão política, contribuindo para legitimar argumentos, propostas e medidas políticas. O conhecimento científico, que sustenta o PISA, é desenvolvido com o objetivo de fornecer aos países informação relevante para a tomada de decisão e assim sendo, este conhecimento é importante não só para poder conhecer a qualidade das aprendizagens dos alunos e permitir a comparação entre sistemas de ensino e períodos temporais diferentes, mas também para o desenho de políticas públicas de educação.<br />A utilização do PISA como fonte de legitimação de medidas políticas foi ganhando visibilidade entre 2000 e 2005, altura em que, com o XVII Governo Constitucional (2005-2009), se assiste a um momento de viragem na utilização dos resultados deste programa da OCDE (Afonso, 2009) na definição e implementação de um conjunto alargado de medidas políticas evidenciando o que o diretor do PISA afirma no artigo Fundamentos y cuestiones políticas subyacentes al desarrollo de PISA, e que é o facto das comparações internacionais de desempenho dos alunos contribuírem para ajudar a entender as diferenças no desempenho dos alunos e das escolas, uma vez que refletem a eficácia e eficiência dos sistemas de ensino nacionais (Schleicher, 2006).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12138553"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12138553"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12138553; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12138553]").text(description); $(".js-view-count[data-work-id=12138553]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12138553; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12138553']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=12138553]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12138553,"title":"PISA: a avaliação e o desenho de políticas","translated_title":"","metadata":{"abstract":"A OCDE – Organização para a Cooperação e Desenvolvimento Económico – ao reconhecer o impacto da educação no progresso e no bem-estar das nações, iniciou no ano 2000 um programa de avaliação dos sistemas de ensino dos países associados, através da análise dos resultados escolares dos seus alunos. Este programa visava evidenciar, entre outros aspetos, bons exemplos de políticas públicas de educação, orientadas para melhoria dos sistemas de ensino (Grek, 2009 e Rochex, 2006). Para este efeito, a OCDE criou o programa de avaliação PISA – Programme for International Student Assessment – com o objetivo de medir as competências dos alunos em leitura, matemática, ciências e resolução de problemas, bem como para aferir as competências consideradas mais adequadas a uma sociedade do conhecimento e da informação. \nAs avaliações PISA permitem determinar os níveis de competência dos alunos de 15 anos e aferir a sua capacidade de aplicar conhecimentos e conceitos adquiridos ao longo da sua escolarização a situações reais do seu quotidiano (OCDE, 2001). Neste sentido, o PISA em vez de incidir apenas na avaliação do que os alunos de 15 anos dominam acerca de um currículo específico, procura medir o que eles conseguem fazer com o conhecimento adquirido na escola. Esta orientação reflete uma mudança nas metas e objetivos dos currículos em si, uma vez que se preocupa com o que os alunos podem fazer a partir do que aprenderam na escola e não com a sua capacidade de reproduzir o que lhes foi transmitido (OCDE, sd).\nO PISA é assim um estudo internacional que pode ser utilizado para informar os países no que diz respeito: ao desempenho dos seus sistemas de ensino, à equidade na distribuição de oportunidades de aprendizagem, à consistência do desempenho escolar e às disposições dos alunos em relação à aprendizagem (OCDE, 1999). O PISA não só compara os resultados educacionais alcançados pelos vários países em diferentes domínios da leitura, matemática e ciências, mas também tenta explicar por que razão alguns sistemas nacionais de ensino têm vindo a avançar, do ponto de vista de qualidade e equidade, mais rapidamente do que outros.\nPor este motivo, desde o primeiro ciclo do PISA no ano 2000, a OCDE tem vindo a tornar-se numa referência na produção de indicadores sobre a qualidade dos sistemas de ensino nacionais, uma vez que segundo a própria OCDE, o programa PISA visa proporcionar uma nova base para o diálogo político e para a colaboração na definição e operacionalização de objetivos educacionais, fornecendo dados que sustentem a definição de medidas, as explicações sobre os fatores que contribuem para o desenvolvimento de competências e a forma como esses fatores atuam em diferentes países (OCDE, 2001 e 2004).\nEmbora o PISA não permita estabelecer uma relação direta de causa-efeito entre as práticas e políticas educativas dos vários países e os resultados dos alunos, este estudo proporciona, a diferentes destinatários – responsáveis políticos, investigadores, comunidade educativa e cidadãos – uma base de trabalho para serem analisados fatores comuns e distintos entre os vários sistemas de ensino dos países participantes e de que forma estes espelham a relação dos alunos com a escola e com as suas aprendizagens (OCDE, 2013a).\nEm Portugal, a adesão ao PISA concretizou-se em janeiro de 1999, decorrente de uma decisão tomada pelo Ministro da Educação do XIII Governo Constitucional (1995-1999), o Prof. Doutor Eduardo Marçal Grilo. Esta adesão surge num contexto nacional em que a avaliação de desempenho dos alunos ocupava um lugar central na discussão pública sobre educação. São exemplos disso a reintrodução dos exames nacionais do ensino secundário em 1996 (Decreto-Lei n.º 318/95) e a criação, no ano seguinte, de um serviço central do Ministério da Educação com funções “de conceção, coordenação, controlo e validação dos instrumentos de avaliação sumativa externa ao nível do ensino secundário” (Decreto-Lei n.º 229/97). \nÉ hoje possível afirmar que os resultados e os instrumentos PISA foram, ao longo do tempo, ganhando presença no debate público, em particular nos media, sobre educação em Portugal e no processo de decisão política, contribuindo para legitimar argumentos, propostas e medidas políticas. O conhecimento científico, que sustenta o PISA, é desenvolvido com o objetivo de fornecer aos países informação relevante para a tomada de decisão e assim sendo, este conhecimento é importante não só para poder conhecer a qualidade das aprendizagens dos alunos e permitir a comparação entre sistemas de ensino e períodos temporais diferentes, mas também para o desenho de políticas públicas de educação.\nA utilização do PISA como fonte de legitimação de medidas políticas foi ganhando visibilidade entre 2000 e 2005, altura em que, com o XVII Governo Constitucional (2005-2009), se assiste a um momento de viragem na utilização dos resultados deste programa da OCDE (Afonso, 2009) na definição e implementação de um conjunto alargado de medidas políticas evidenciando o que o diretor do PISA afirma no artigo Fundamentos y cuestiones políticas subyacentes al desarrollo de PISA, e que é o facto das comparações internacionais de desempenho dos alunos contribuírem para ajudar a entender as diferenças no desempenho dos alunos e das escolas, uma vez que refletem a eficácia e eficiência dos sistemas de ensino nacionais (Schleicher, 2006). "},"translated_abstract":"A OCDE – Organização para a Cooperação e Desenvolvimento Económico – ao reconhecer o impacto da educação no progresso e no bem-estar das nações, iniciou no ano 2000 um programa de avaliação dos sistemas de ensino dos países associados, através da análise dos resultados escolares dos seus alunos. Este programa visava evidenciar, entre outros aspetos, bons exemplos de políticas públicas de educação, orientadas para melhoria dos sistemas de ensino (Grek, 2009 e Rochex, 2006). Para este efeito, a OCDE criou o programa de avaliação PISA – Programme for International Student Assessment – com o objetivo de medir as competências dos alunos em leitura, matemática, ciências e resolução de problemas, bem como para aferir as competências consideradas mais adequadas a uma sociedade do conhecimento e da informação. \nAs avaliações PISA permitem determinar os níveis de competência dos alunos de 15 anos e aferir a sua capacidade de aplicar conhecimentos e conceitos adquiridos ao longo da sua escolarização a situações reais do seu quotidiano (OCDE, 2001). Neste sentido, o PISA em vez de incidir apenas na avaliação do que os alunos de 15 anos dominam acerca de um currículo específico, procura medir o que eles conseguem fazer com o conhecimento adquirido na escola. Esta orientação reflete uma mudança nas metas e objetivos dos currículos em si, uma vez que se preocupa com o que os alunos podem fazer a partir do que aprenderam na escola e não com a sua capacidade de reproduzir o que lhes foi transmitido (OCDE, sd).\nO PISA é assim um estudo internacional que pode ser utilizado para informar os países no que diz respeito: ao desempenho dos seus sistemas de ensino, à equidade na distribuição de oportunidades de aprendizagem, à consistência do desempenho escolar e às disposições dos alunos em relação à aprendizagem (OCDE, 1999). O PISA não só compara os resultados educacionais alcançados pelos vários países em diferentes domínios da leitura, matemática e ciências, mas também tenta explicar por que razão alguns sistemas nacionais de ensino têm vindo a avançar, do ponto de vista de qualidade e equidade, mais rapidamente do que outros.\nPor este motivo, desde o primeiro ciclo do PISA no ano 2000, a OCDE tem vindo a tornar-se numa referência na produção de indicadores sobre a qualidade dos sistemas de ensino nacionais, uma vez que segundo a própria OCDE, o programa PISA visa proporcionar uma nova base para o diálogo político e para a colaboração na definição e operacionalização de objetivos educacionais, fornecendo dados que sustentem a definição de medidas, as explicações sobre os fatores que contribuem para o desenvolvimento de competências e a forma como esses fatores atuam em diferentes países (OCDE, 2001 e 2004).\nEmbora o PISA não permita estabelecer uma relação direta de causa-efeito entre as práticas e políticas educativas dos vários países e os resultados dos alunos, este estudo proporciona, a diferentes destinatários – responsáveis políticos, investigadores, comunidade educativa e cidadãos – uma base de trabalho para serem analisados fatores comuns e distintos entre os vários sistemas de ensino dos países participantes e de que forma estes espelham a relação dos alunos com a escola e com as suas aprendizagens (OCDE, 2013a).\nEm Portugal, a adesão ao PISA concretizou-se em janeiro de 1999, decorrente de uma decisão tomada pelo Ministro da Educação do XIII Governo Constitucional (1995-1999), o Prof. Doutor Eduardo Marçal Grilo. Esta adesão surge num contexto nacional em que a avaliação de desempenho dos alunos ocupava um lugar central na discussão pública sobre educação. São exemplos disso a reintrodução dos exames nacionais do ensino secundário em 1996 (Decreto-Lei n.º 318/95) e a criação, no ano seguinte, de um serviço central do Ministério da Educação com funções “de conceção, coordenação, controlo e validação dos instrumentos de avaliação sumativa externa ao nível do ensino secundário” (Decreto-Lei n.º 229/97). \nÉ hoje possível afirmar que os resultados e os instrumentos PISA foram, ao longo do tempo, ganhando presença no debate público, em particular nos media, sobre educação em Portugal e no processo de decisão política, contribuindo para legitimar argumentos, propostas e medidas políticas. O conhecimento científico, que sustenta o PISA, é desenvolvido com o objetivo de fornecer aos países informação relevante para a tomada de decisão e assim sendo, este conhecimento é importante não só para poder conhecer a qualidade das aprendizagens dos alunos e permitir a comparação entre sistemas de ensino e períodos temporais diferentes, mas também para o desenho de políticas públicas de educação.\nA utilização do PISA como fonte de legitimação de medidas políticas foi ganhando visibilidade entre 2000 e 2005, altura em que, com o XVII Governo Constitucional (2005-2009), se assiste a um momento de viragem na utilização dos resultados deste programa da OCDE (Afonso, 2009) na definição e implementação de um conjunto alargado de medidas políticas evidenciando o que o diretor do PISA afirma no artigo Fundamentos y cuestiones políticas subyacentes al desarrollo de PISA, e que é o facto das comparações internacionais de desempenho dos alunos contribuírem para ajudar a entender as diferenças no desempenho dos alunos e das escolas, uma vez que refletem a eficácia e eficiência dos sistemas de ensino nacionais (Schleicher, 2006). ","internal_url":"https://www.academia.edu/12138553/PISA_a_avalia%C3%A7%C3%A3o_e_o_desenho_de_pol%C3%ADticas","translated_internal_url":"","created_at":"2015-04-28T07:54:54.150-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"PISA_a_avaliação_e_o_desenho_de_políticas","translated_slug":"","page_count":null,"language":"pt","content_type":"Work","summary":"A OCDE – Organização para a Cooperação e Desenvolvimento Económico – ao reconhecer o impacto da educação no progresso e no bem-estar das nações, iniciou no ano 2000 um programa de avaliação dos sistemas de ensino dos países associados, através da análise dos resultados escolares dos seus alunos. Este programa visava evidenciar, entre outros aspetos, bons exemplos de políticas públicas de educação, orientadas para melhoria dos sistemas de ensino (Grek, 2009 e Rochex, 2006). Para este efeito, a OCDE criou o programa de avaliação PISA – Programme for International Student Assessment – com o objetivo de medir as competências dos alunos em leitura, matemática, ciências e resolução de problemas, bem como para aferir as competências consideradas mais adequadas a uma sociedade do conhecimento e da informação. \nAs avaliações PISA permitem determinar os níveis de competência dos alunos de 15 anos e aferir a sua capacidade de aplicar conhecimentos e conceitos adquiridos ao longo da sua escolarização a situações reais do seu quotidiano (OCDE, 2001). Neste sentido, o PISA em vez de incidir apenas na avaliação do que os alunos de 15 anos dominam acerca de um currículo específico, procura medir o que eles conseguem fazer com o conhecimento adquirido na escola. Esta orientação reflete uma mudança nas metas e objetivos dos currículos em si, uma vez que se preocupa com o que os alunos podem fazer a partir do que aprenderam na escola e não com a sua capacidade de reproduzir o que lhes foi transmitido (OCDE, sd).\nO PISA é assim um estudo internacional que pode ser utilizado para informar os países no que diz respeito: ao desempenho dos seus sistemas de ensino, à equidade na distribuição de oportunidades de aprendizagem, à consistência do desempenho escolar e às disposições dos alunos em relação à aprendizagem (OCDE, 1999). O PISA não só compara os resultados educacionais alcançados pelos vários países em diferentes domínios da leitura, matemática e ciências, mas também tenta explicar por que razão alguns sistemas nacionais de ensino têm vindo a avançar, do ponto de vista de qualidade e equidade, mais rapidamente do que outros.\nPor este motivo, desde o primeiro ciclo do PISA no ano 2000, a OCDE tem vindo a tornar-se numa referência na produção de indicadores sobre a qualidade dos sistemas de ensino nacionais, uma vez que segundo a própria OCDE, o programa PISA visa proporcionar uma nova base para o diálogo político e para a colaboração na definição e operacionalização de objetivos educacionais, fornecendo dados que sustentem a definição de medidas, as explicações sobre os fatores que contribuem para o desenvolvimento de competências e a forma como esses fatores atuam em diferentes países (OCDE, 2001 e 2004).\nEmbora o PISA não permita estabelecer uma relação direta de causa-efeito entre as práticas e políticas educativas dos vários países e os resultados dos alunos, este estudo proporciona, a diferentes destinatários – responsáveis políticos, investigadores, comunidade educativa e cidadãos – uma base de trabalho para serem analisados fatores comuns e distintos entre os vários sistemas de ensino dos países participantes e de que forma estes espelham a relação dos alunos com a escola e com as suas aprendizagens (OCDE, 2013a).\nEm Portugal, a adesão ao PISA concretizou-se em janeiro de 1999, decorrente de uma decisão tomada pelo Ministro da Educação do XIII Governo Constitucional (1995-1999), o Prof. Doutor Eduardo Marçal Grilo. Esta adesão surge num contexto nacional em que a avaliação de desempenho dos alunos ocupava um lugar central na discussão pública sobre educação. São exemplos disso a reintrodução dos exames nacionais do ensino secundário em 1996 (Decreto-Lei n.º 318/95) e a criação, no ano seguinte, de um serviço central do Ministério da Educação com funções “de conceção, coordenação, controlo e validação dos instrumentos de avaliação sumativa externa ao nível do ensino secundário” (Decreto-Lei n.º 229/97). \nÉ hoje possível afirmar que os resultados e os instrumentos PISA foram, ao longo do tempo, ganhando presença no debate público, em particular nos media, sobre educação em Portugal e no processo de decisão política, contribuindo para legitimar argumentos, propostas e medidas políticas. O conhecimento científico, que sustenta o PISA, é desenvolvido com o objetivo de fornecer aos países informação relevante para a tomada de decisão e assim sendo, este conhecimento é importante não só para poder conhecer a qualidade das aprendizagens dos alunos e permitir a comparação entre sistemas de ensino e períodos temporais diferentes, mas também para o desenho de políticas públicas de educação.\nA utilização do PISA como fonte de legitimação de medidas políticas foi ganhando visibilidade entre 2000 e 2005, altura em que, com o XVII Governo Constitucional (2005-2009), se assiste a um momento de viragem na utilização dos resultados deste programa da OCDE (Afonso, 2009) na definição e implementação de um conjunto alargado de medidas políticas evidenciando o que o diretor do PISA afirma no artigo Fundamentos y cuestiones políticas subyacentes al desarrollo de PISA, e que é o facto das comparações internacionais de desempenho dos alunos contribuírem para ajudar a entender as diferenças no desempenho dos alunos e das escolas, uma vez que refletem a eficácia e eficiência dos sistemas de ensino nacionais (Schleicher, 2006). ","owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[],"research_interests":[{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"},{"id":49690,"name":"Educational policies","url":"https://www.academia.edu/Documents/in/Educational_policies"},{"id":50195,"name":"Public policies","url":"https://www.academia.edu/Documents/in/Public_policies"},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies"}],"urls":[{"id":4704429,"url":"http://www.almedina.net/catalog/product_info.php?cPath=307\u0026products_id=24270"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="12138720"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12138720/SAVEL_Electronic_Assessment_as_an_Instrument_for_Promoting_Educational_Success"><img alt="Research paper thumbnail of SAVEL – Electronic Assessment as an Instrument for Promoting Educational Success" class="work-thumbnail" src="https://attachments.academia-assets.com/37446589/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12138720/SAVEL_Electronic_Assessment_as_an_Instrument_for_Promoting_Educational_Success">SAVEL – Electronic Assessment as an Instrument for Promoting Educational Success</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CarlosPintoferreira">Carlos Pinto-ferreira</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A system of electronic evaluation, based on a digital platform, a database of educational resourc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A system of electronic evaluation, based on a digital platform, a database of educational resources, and a statistical processing unit, accessed via internet is presented and described. <br />The development of this system was aimed at the creation of a testbed for evaluating the advantages of electronic evaluation in education, by its utilization as an instrument for formative, summative, and self educational assessment. To accomplish such flexibility, an incremental implementation strategy was adopted, based on the aggregation of separate building blocks as needed by each functionality. <br />In a first phase, a tool for diagnosing mathematics and reading competences of primary school students (aged 7 to 9) was constructed. This tool included item presentation, mostly as closed questions, being supposed that students should know how to drag and drop, establish relations with the mouse, and mark multiple choice items, among other simple tasks. A further improvement included oral presentation of the stimuli to encompass students with reading difficulties. <br />In a following phase, a module containing hints and explanations was added to extend the system capabilities in order to help students when necessary. This improvement, together with quick feedback and adequate help, provided a formative evaluation character to the system. <br />A third upgrade consisted of allowing the aggregation of items to build tests. This feature enabled teachers to create an instrument capable of performing summative evaluations. <br />On the other hand, as this system of educational assessment is available through the Internet to a high number of students, and since the utilization of it depends on a registration procedure – aimed at collecting adequate information – it permits a certain form of system assessment. An interesting number of education indicators can be calculated and make available to school principals and to local authorities. <br />Finally, as each item is exposed to and resolved by a huge number of students, the data collected allows for the estimation of item parameters, namely, difficulty and discrimination characteristics, in the framework of Item Response Theory. Also, this information from statistical processing provides the assessment of item adequacy with respect to a corresponding curriculum. <br />The advantages of electronic evaluation systems include quick and accurate feedback about student performance (delivered to teachers, principals, students and/or parents), identification of unconsolidated subjects, therefore deserving further study (with the corresponding suggestion of new sets of items), utilization of interactive and appealing stimuli (taking advantage of the media sophistication), flexibility in terms of time and location for test administration, improvement of item quality by the incorporation of student <br />and teacher feedback, and finally, the creation of adaptive tests in order to better assess teaching and learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="14e606deff526d7c5e33e3f280b4c027" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37446589,"asset_id":12138720,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37446589/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12138720"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12138720"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12138720; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12138720]").text(description); $(".js-view-count[data-work-id=12138720]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12138720; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12138720']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "14e606deff526d7c5e33e3f280b4c027" } } $('.js-work-strip[data-work-id=12138720]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12138720,"title":"SAVEL – Electronic Assessment as an Instrument for Promoting Educational Success","translated_title":"","metadata":{"abstract":"A system of electronic evaluation, based on a digital platform, a database of educational resources, and a statistical processing unit, accessed via internet is presented and described. \nThe development of this system was aimed at the creation of a testbed for evaluating the advantages of electronic evaluation in education, by its utilization as an instrument for formative, summative, and self educational assessment. To accomplish such flexibility, an incremental implementation strategy was adopted, based on the aggregation of separate building blocks as needed by each functionality. \nIn a first phase, a tool for diagnosing mathematics and reading competences of primary school students (aged 7 to 9) was constructed. This tool included item presentation, mostly as closed questions, being supposed that students should know how to drag and drop, establish relations with the mouse, and mark multiple choice items, among other simple tasks. A further improvement included oral presentation of the stimuli to encompass students with reading difficulties. \nIn a following phase, a module containing hints and explanations was added to extend the system capabilities in order to help students when necessary. This improvement, together with quick feedback and adequate help, provided a formative evaluation character to the system. \nA third upgrade consisted of allowing the aggregation of items to build tests. This feature enabled teachers to create an instrument capable of performing summative evaluations. \nOn the other hand, as this system of educational assessment is available through the Internet to a high number of students, and since the utilization of it depends on a registration procedure – aimed at collecting adequate information – it permits a certain form of system assessment. An interesting number of education indicators can be calculated and make available to school principals and to local authorities. \nFinally, as each item is exposed to and resolved by a huge number of students, the data collected allows for the estimation of item parameters, namely, difficulty and discrimination characteristics, in the framework of Item Response Theory. Also, this information from statistical processing provides the assessment of item adequacy with respect to a corresponding curriculum. \nThe advantages of electronic evaluation systems include quick and accurate feedback about student performance (delivered to teachers, principals, students and/or parents), identification of unconsolidated subjects, therefore deserving further study (with the corresponding suggestion of new sets of items), utilization of interactive and appealing stimuli (taking advantage of the media sophistication), flexibility in terms of time and location for test administration, improvement of item quality by the incorporation of student \nand teacher feedback, and finally, the creation of adaptive tests in order to better assess teaching and learning. ","ai_title_tag":"SAVEL: Enhancing Education through E-Assessment"},"translated_abstract":"A system of electronic evaluation, based on a digital platform, a database of educational resources, and a statistical processing unit, accessed via internet is presented and described. \nThe development of this system was aimed at the creation of a testbed for evaluating the advantages of electronic evaluation in education, by its utilization as an instrument for formative, summative, and self educational assessment. To accomplish such flexibility, an incremental implementation strategy was adopted, based on the aggregation of separate building blocks as needed by each functionality. \nIn a first phase, a tool for diagnosing mathematics and reading competences of primary school students (aged 7 to 9) was constructed. This tool included item presentation, mostly as closed questions, being supposed that students should know how to drag and drop, establish relations with the mouse, and mark multiple choice items, among other simple tasks. A further improvement included oral presentation of the stimuli to encompass students with reading difficulties. \nIn a following phase, a module containing hints and explanations was added to extend the system capabilities in order to help students when necessary. This improvement, together with quick feedback and adequate help, provided a formative evaluation character to the system. \nA third upgrade consisted of allowing the aggregation of items to build tests. This feature enabled teachers to create an instrument capable of performing summative evaluations. \nOn the other hand, as this system of educational assessment is available through the Internet to a high number of students, and since the utilization of it depends on a registration procedure – aimed at collecting adequate information – it permits a certain form of system assessment. An interesting number of education indicators can be calculated and make available to school principals and to local authorities. \nFinally, as each item is exposed to and resolved by a huge number of students, the data collected allows for the estimation of item parameters, namely, difficulty and discrimination characteristics, in the framework of Item Response Theory. 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This feature enabled teachers to create an instrument capable of performing summative evaluations. \nOn the other hand, as this system of educational assessment is available through the Internet to a high number of students, and since the utilization of it depends on a registration procedure – aimed at collecting adequate information – it permits a certain form of system assessment. An interesting number of education indicators can be calculated and make available to school principals and to local authorities. \nFinally, as each item is exposed to and resolved by a huge number of students, the data collected allows for the estimation of item parameters, namely, difficulty and discrimination characteristics, in the framework of Item Response Theory. Also, this information from statistical processing provides the assessment of item adequacy with respect to a corresponding curriculum. \nThe advantages of electronic evaluation systems include quick and accurate feedback about student performance (delivered to teachers, principals, students and/or parents), identification of unconsolidated subjects, therefore deserving further study (with the corresponding suggestion of new sets of items), utilization of interactive and appealing stimuli (taking advantage of the media sophistication), flexibility in terms of time and location for test administration, improvement of item quality by the incorporation of student \nand teacher feedback, and finally, the creation of adaptive tests in order to better assess teaching and learning. 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The concern for equity underlies the education for all paradigm which is now universally accepted as a key policy to promote sustainable socioeconomic development. <br />An important source of inequity in some education systems is the strategy of compelling students to repeat a grade when they do not meet predefined curriculum objectives. According to OECD, grade repetition is particularly frequent in France, Belgium, Portugal, Spain and Luxembourg, very infrequent in Finland, Iceland, Slovenia and the United Kingdom, and a non-existing phenomenon in Japan, Korea and Norway [1]. <br />(In certain countries there are no limits to the application of this mechanism so it is conceivable – and, in some cases, frequent – to find 15 year old students in primary schools). <br />Considering the vast impact of grade repetition in terms of education system cost, on the one hand, and student distress, discouragement, and dropout, on the other, and taking into account the recognized inefficacy of this strategy, it seems useful to study this phenomenon and to monitor its evolution along time. <br />To objectively measure grade repetition inequity, a modified Gini index (MGI), using the method developed by Vinod Thomas, Yan Wang, and Xibo Fan [2], specifically aimed at assessing inequality in education is suggested. (The Gini index has been applied in the macroeconomics context – since the beginning of the 20th century – to assess inequality in country's population income distribution). <br />The proposed application of the modified Gini index to measure grade repetition inequity is base on a methodology comprising, (i) the estimation of the PISA scores in mathematics (math plausible values) for each school grade (7th to 11th), to OECD countries, together with (ii) the computation of the percentage of students belonging to each one of the mentioned grades. After the calculation of the MGI for the chosen set <br />of countries, with the time frame 2003-2012 – corresponding to two major math evaluations of the PISA programme – a preliminary analysis of the index evolution is presented. <br />Albeit being a helpful analytical approach, the mere utilization of a scalar quantity (MI) to characterize such a complex phenomenon cannot explain the whole picture. A first candidate to explore is the relationship between the PISA ESCS (index of Economic, Social and Cultural Status) and the MGI. The results obtained from this analysis indicate that other dimensions should be considered within or outside the framework of grade repetition.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9b4b94872c843c58a1627f6a197e6db3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37446560,"asset_id":12138612,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37446560/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12138612"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12138612"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12138612; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12138612]").text(description); $(".js-view-count[data-work-id=12138612]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12138612; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12138612']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9b4b94872c843c58a1627f6a197e6db3" } } $('.js-work-strip[data-work-id=12138612]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12138612,"title":"Equity and Grade Repetition – a Challenge for Education","translated_title":"","metadata":{"abstract":" Education systems are facing the enormous challenge of meeting high quality standards while ensuring that every student completes successfully nine (or more) years of schooling. The concern for equity underlies the education for all paradigm which is now universally accepted as a key policy to promote sustainable socioeconomic development. \nAn important source of inequity in some education systems is the strategy of compelling students to repeat a grade when they do not meet predefined curriculum objectives. According to OECD, grade repetition is particularly frequent in France, Belgium, Portugal, Spain and Luxembourg, very infrequent in Finland, Iceland, Slovenia and the United Kingdom, and a non-existing phenomenon in Japan, Korea and Norway [1]. \n(In certain countries there are no limits to the application of this mechanism so it is conceivable – and, in some cases, frequent – to find 15 year old students in primary schools). \nConsidering the vast impact of grade repetition in terms of education system cost, on the one hand, and student distress, discouragement, and dropout, on the other, and taking into account the recognized inefficacy of this strategy, it seems useful to study this phenomenon and to monitor its evolution along time. \nTo objectively measure grade repetition inequity, a modified Gini index (MGI), using the method developed by Vinod Thomas, Yan Wang, and Xibo Fan [2], specifically aimed at assessing inequality in education is suggested. (The Gini index has been applied in the macroeconomics context – since the beginning of the 20th century – to assess inequality in country's population income distribution). \nThe proposed application of the modified Gini index to measure grade repetition inequity is base on a methodology comprising, (i) the estimation of the PISA scores in mathematics (math plausible values) for each school grade (7th to 11th), to OECD countries, together with (ii) the computation of the percentage of students belonging to each one of the mentioned grades. After the calculation of the MGI for the chosen set \nof countries, with the time frame 2003-2012 – corresponding to two major math evaluations of the PISA programme – a preliminary analysis of the index evolution is presented. \nAlbeit being a helpful analytical approach, the mere utilization of a scalar quantity (MI) to characterize such a complex phenomenon cannot explain the whole picture. A first candidate to explore is the relationship between the PISA ESCS (index of Economic, Social and Cultural Status) and the MGI. The results obtained from this analysis indicate that other dimensions should be considered within or outside the framework of grade repetition. "},"translated_abstract":" Education systems are facing the enormous challenge of meeting high quality standards while ensuring that every student completes successfully nine (or more) years of schooling. The concern for equity underlies the education for all paradigm which is now universally accepted as a key policy to promote sustainable socioeconomic development. \nAn important source of inequity in some education systems is the strategy of compelling students to repeat a grade when they do not meet predefined curriculum objectives. According to OECD, grade repetition is particularly frequent in France, Belgium, Portugal, Spain and Luxembourg, very infrequent in Finland, Iceland, Slovenia and the United Kingdom, and a non-existing phenomenon in Japan, Korea and Norway [1]. \n(In certain countries there are no limits to the application of this mechanism so it is conceivable – and, in some cases, frequent – to find 15 year old students in primary schools). \nConsidering the vast impact of grade repetition in terms of education system cost, on the one hand, and student distress, discouragement, and dropout, on the other, and taking into account the recognized inefficacy of this strategy, it seems useful to study this phenomenon and to monitor its evolution along time. \nTo objectively measure grade repetition inequity, a modified Gini index (MGI), using the method developed by Vinod Thomas, Yan Wang, and Xibo Fan [2], specifically aimed at assessing inequality in education is suggested. (The Gini index has been applied in the macroeconomics context – since the beginning of the 20th century – to assess inequality in country's population income distribution). \nThe proposed application of the modified Gini index to measure grade repetition inequity is base on a methodology comprising, (i) the estimation of the PISA scores in mathematics (math plausible values) for each school grade (7th to 11th), to OECD countries, together with (ii) the computation of the percentage of students belonging to each one of the mentioned grades. After the calculation of the MGI for the chosen set \nof countries, with the time frame 2003-2012 – corresponding to two major math evaluations of the PISA programme – a preliminary analysis of the index evolution is presented. \nAlbeit being a helpful analytical approach, the mere utilization of a scalar quantity (MI) to characterize such a complex phenomenon cannot explain the whole picture. A first candidate to explore is the relationship between the PISA ESCS (index of Economic, Social and Cultural Status) and the MGI. The results obtained from this analysis indicate that other dimensions should be considered within or outside the framework of grade repetition. ","internal_url":"https://www.academia.edu/12138612/Equity_and_Grade_Repetition_a_Challenge_for_Education","translated_internal_url":"","created_at":"2015-04-28T08:00:23.092-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":463163,"work_id":12138612,"tagging_user_id":6230573,"tagged_user_id":30633916,"co_author_invite_id":181433,"email":"c***f@isr.ist.utl.pt","display_order":null,"name":"Carlos Pinto-ferreira","title":"Equity and Grade Repetition – a Challenge for Education"}],"downloadable_attachments":[{"id":37446560,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37446560/thumbnails/1.jpg","file_name":"0869-SOE552-FP-FOE4.pdf","download_url":"https://www.academia.edu/attachments/37446560/download_file","bulk_download_file_name":"Equity_and_Grade_Repetition_a_Challenge.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37446560/0869-SOE552-FP-FOE4-libre.pdf?1430233254=\u0026response-content-disposition=attachment%3B+filename%3DEquity_and_Grade_Repetition_a_Challenge.pdf\u0026Expires=1738721046\u0026Signature=D51EUiMHo6sWX13VZstLRrTx3AdK8aGWL1K~DHficdFf6W~HWhIvgj9zCdSurA84s0y6T518rfESCepuiknveXOMRmNxvbSzkIoRvGhf7NW8NMgO6uVrsbj~hkvhPMmRNuvLGKJ~JU8x0rLSg5kXgZsNTPASJ7JrOjbcEgBTPwDeGFI5nhQTje6hx7NhcEelVDygOH50uP3boru54XatnmYWDD8XVHpdLruZx4HzeHIycxCoO4eDBqyCn10eugILhOcGZkp2Q6oM1QMkri4Q8gccOnVw78Pfh4rou-1YQuzw6eoe3fLXCEnjzig7SdzXtziGEDtNj0kOKMiKW3oTLQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Equity_and_Grade_Repetition_a_Challenge_for_Education","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":" Education systems are facing the enormous challenge of meeting high quality standards while ensuring that every student completes successfully nine (or more) years of schooling. The concern for equity underlies the education for all paradigm which is now universally accepted as a key policy to promote sustainable socioeconomic development. \nAn important source of inequity in some education systems is the strategy of compelling students to repeat a grade when they do not meet predefined curriculum objectives. According to OECD, grade repetition is particularly frequent in France, Belgium, Portugal, Spain and Luxembourg, very infrequent in Finland, Iceland, Slovenia and the United Kingdom, and a non-existing phenomenon in Japan, Korea and Norway [1]. \n(In certain countries there are no limits to the application of this mechanism so it is conceivable – and, in some cases, frequent – to find 15 year old students in primary schools). \nConsidering the vast impact of grade repetition in terms of education system cost, on the one hand, and student distress, discouragement, and dropout, on the other, and taking into account the recognized inefficacy of this strategy, it seems useful to study this phenomenon and to monitor its evolution along time. \nTo objectively measure grade repetition inequity, a modified Gini index (MGI), using the method developed by Vinod Thomas, Yan Wang, and Xibo Fan [2], specifically aimed at assessing inequality in education is suggested. (The Gini index has been applied in the macroeconomics context – since the beginning of the 20th century – to assess inequality in country's population income distribution). \nThe proposed application of the modified Gini index to measure grade repetition inequity is base on a methodology comprising, (i) the estimation of the PISA scores in mathematics (math plausible values) for each school grade (7th to 11th), to OECD countries, together with (ii) the computation of the percentage of students belonging to each one of the mentioned grades. After the calculation of the MGI for the chosen set \nof countries, with the time frame 2003-2012 – corresponding to two major math evaluations of the PISA programme – a preliminary analysis of the index evolution is presented. \nAlbeit being a helpful analytical approach, the mere utilization of a scalar quantity (MI) to characterize such a complex phenomenon cannot explain the whole picture. A first candidate to explore is the relationship between the PISA ESCS (index of Economic, Social and Cultural Status) and the MGI. The results obtained from this analysis indicate that other dimensions should be considered within or outside the framework of grade repetition. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="6641035"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/6641035/O_PISA_e_a_participa%C3%A7%C3%A3o_de_Portugal"><img alt="Research paper thumbnail of O PISA e a participação de Portugal " class="work-thumbnail" src="https://attachments.academia-assets.com/33377506/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/6641035/O_PISA_e_a_participa%C3%A7%C3%A3o_de_Portugal">O PISA e a participação de Portugal </a></div><div class="wp-workCard_item"><span>CIES e-Working Papers (ISSN 1647-0893)</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PISA (Programme for International Student Assessment) is an international student assessment prog...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PISA (Programme for International Student Assessment) is an international student assessment program of reading, mathematics and science literacy promoted by the OECD since 2000. <br />With a specific framework of evaluation produced by OECD and with an extensive set of objective and rigorous rules and procedures for implementing the program, the OECD provides, through the work of an international <br />consortium developed in close coordination with participating countries, a uniform and comparable implementation of PISA in all participating countries. <br />This article presents a detailed characterization of one of the most important instruments of educational policy, whose effect on the definition of educational <br />policies and representations on the quality of public education systems in different countries has been the subject of numerous studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3e306a966be4b047f862c51681a1e4d0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33377506,"asset_id":6641035,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33377506/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6641035"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6641035"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6641035; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4148879" id="books"><div class="js-work-strip profile--work_container" data-work-id="90836424"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/90836424/Portugal_PIRLS_2021"><img alt="Research paper thumbnail of Portugal PIRLS 2021" class="work-thumbnail" src="https://attachments.academia-assets.com/94289215/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/90836424/Portugal_PIRLS_2021">Portugal PIRLS 2021</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a> and <a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://independent.academia.edu/Lu%C3%ADsSantosIAVE">Luís Santos (IAVE)</a></span></div><div class="wp-workCard_item"><span>PIRLS 2021 Encyclopedia Education Policy and Curriculum in Reading</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Description of the Portuguese educational system with special focus on reading. Find all the comp...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Description of the Portuguese educational system with special focus on reading. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="18968956"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/18968956/Conference_Proceedings_The_Future_of_Education"><img alt="Research paper thumbnail of Conference Proceedings. The Future of Education" class="work-thumbnail" src="https://attachments.academia-assets.com/40357618/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18968956/Conference_Proceedings_The_Future_of_Education">Conference Proceedings. The Future of Education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/libreriauniversitariaitedizioni">Libreriauniversitaria.it Edizioni</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://hacettepe.academia.edu/HakMan">Hakan Tüzün</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://uji.academia.edu/Mar%C3%ADaLuisaRenau">María Luisa Renau</a>, <a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/TheFutureEducation">The Future Education</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ChewHoe">Chew Hoe</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Lecturers, teachers, researchers and experts in the field of education as well as coordinators of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Lecturers, teachers, researchers and experts in the field of education as well as coordinators of education and training projects from all over the world came together in the fifth edition of the International Conference “The Future of Education” which took place in Florence, Italy, on 11 - 12 June 2015 to share findings, expertise and experience about innovative teaching and learning methodologies.<br />This volume is a collection of the papers presented at the Conference, whose aim is to promote transnational cooperation and share good practice in the field of innovation for education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="247a57fecc447c1a9b13f4d064f3975e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40357618,"asset_id":18968956,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40357618/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18968956"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18968956"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18968956; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18968956]").text(description); $(".js-view-count[data-work-id=18968956]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18968956; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18968956']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "247a57fecc447c1a9b13f4d064f3975e" } } $('.js-work-strip[data-work-id=18968956]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18968956,"title":"Conference Proceedings. 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O que nos dizem os resultados do PISA." class="work-thumbnail" src="https://attachments.academia-assets.com/68596063/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50722600/O_estado_da_leitura_em_Portugal_O_que_nos_dizem_os_resultados_do_PISA">O estado da leitura em Portugal. O que nos dizem os resultados do PISA.</a></div><div class="wp-workCard_item"><span>Jornadas da Leitura</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Literacia de leitura é a capacidade de um indivíduo compreender, utilizar, avaliar, refletir e de...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Literacia de leitura é a capacidade de um indivíduo compreender, utilizar, avaliar, refletir e de se envolver na leitura de textos escritos, com a finalidade de atingir os seus objetivos, de desenvolver os seus conhecimentos e o seu potencial e de participar na sociedade.<br />Nas últimas duas décadas as tecnologias alteraram o modo de ler.<br />Ler em formato digital exige o domínio de novas competências, portanto, uma  revisão do conceito de literacia de leitura.<br />Segundo os dados do PISA, as raparigas e alunos de contextos socioeconómicos favorecidos tendem a apresentar uma maior probabilidade de alcançarem elevados níveis de desempenho a leitura.<br />No entanto, os resultados do PISA mostram ainda que, embora os alunos que lêem ficção apresentem uma maior probabilidade de alcançar elevados níveis de desempenho, são os alunos que lêem uma grande variedade de materiais que têm um desempenho particularmente elevado a leitura.<br />O PISA 2018 mostra que leitores fortes tendem a ler livros em papel ou equilibrar o seu tempo de leitura entre o formato papel e o digital. Ao mesmo tempo, leitores mais fortes tendem a ler notícias com mais frequência em dispositivos digitais ou equilibrar o seu tempo de leitura entre o formato papel e o formato digital. <br />Por outro lado, a maioria dos alunos com elevados níveis de desempenho a leitura também lê textos mais longos para a escola e lê diferentes tipos de textos, incluindo livros de ficção, como romances ou contos, e textos com diagramas e gráficos.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="58f30f1baf50fbdbfc940ff2ad58548a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68596063,"asset_id":50722600,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68596063/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50722600"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50722600"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50722600; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50722600]").text(description); $(".js-view-count[data-work-id=50722600]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50722600; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50722600']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "58f30f1baf50fbdbfc940ff2ad58548a" } } $('.js-work-strip[data-work-id=50722600]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50722600,"title":"O estado da leitura em Portugal. O que nos dizem os resultados do PISA.","internal_url":"https://www.academia.edu/50722600/O_estado_da_leitura_em_Portugal_O_que_nos_dizem_os_resultados_do_PISA","owner_id":6230573,"coauthors_can_edit":true,"owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[{"id":68596063,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68596063/thumbnails/1.jpg","file_name":"Apresentacao_AS_EC.pdf","download_url":"https://www.academia.edu/attachments/68596063/download_file","bulk_download_file_name":"O_estado_da_leitura_em_Portugal_O_que_no.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68596063/Apresentacao_AS_EC-libre.pdf?1628095944=\u0026response-content-disposition=attachment%3B+filename%3DO_estado_da_leitura_em_Portugal_O_que_no.pdf\u0026Expires=1739820300\u0026Signature=VzxulWAcBeVlb9SzW4B3fU99JjOMwN8oAn6aMyr7SQyNoHmLDCU3I7juPi8~CymVCBkx03YIN7MggPVEpbIIilUqWNMVF7bGZBdfV9Sg6gbLMx55f8mCh-UkUdIQfDX0lvrb13P-8ItpLMd099nBBFMZCmHgTrhnN-vX91wtx8lNQozAeUpCR7TU2plXHiGe~Ja1XTWxPUzmiP6btRnnrExnAmgqw78rsvGJAzRo28ZVe8H~8FaqDIsKnzNabX7FEOgJjiLiFqAQZhtyu5TZiQyPxqgRjv3UVSR8L5Q85ZEDGRBr5u-jBNCYa2CPM7ApcN-inQILhBRH5K~3FVBikw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38148730"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/38148730/PISA_in_Portuguese_media_the_impact_of_PISA_2009_in_national_public_education_policies"><img alt="Research paper thumbnail of PISA in Portuguese media: the impact of PISA 2009 in national public education policies" class="work-thumbnail" src="https://attachments.academia-assets.com/58181369/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/38148730/PISA_in_Portuguese_media_the_impact_of_PISA_2009_in_national_public_education_policies">PISA in Portuguese media: the impact of PISA 2009 in national public education policies</a></div><div class="wp-workCard_item"><span>PISA in Portuguese media: the impact of PISA 2009 in national public education policies</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PISA has been an instrument of action of the OECD with public impact and influence on education p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. Despite the quite recent release of the first PISA results, today there is already some evidence of PISA impact and influence in the formulation, implementation and evaluation of public policies of education.<br />This work aims to be a contribution to the study of the impact and influence of PISA in Portugal and its relation with the education public policies through the analysis of the national press between December 2010 and December 2011.<br />To assess the impact of PISA in a country, the reaction in the media is a relevant element to analyse. In one hand because the media are now the main bodies that mediate the communication between the various social actors (Melo, 2005). And in other hand, the expression in the media does not necessarily reveal the political importance of a subject and will give us a consistent measure of the reactions of political reform to a particular fact, ie, the media response and policy response are not confused. This analysis will give us at least a measure of public controversy, because we conclude that, if a large number of news in the media about a subject means high relevance in the public opinion of that country. Not surprisingly, the impact of PISA in the media and possible relationships with public policy may be the subject of investigation in order to study these.<br />In a previous analysis performed to a set of PISA related news from 2000 to 2012, we conclude that the titles of news stories analyzed , unlike as in other European countries (Dixon et al., 2013), does not generally show a predominance of negative effect on education policies, the country, schools, teachers or students but also do not show the contrary. In fact there is an overall balance between the positive and negative sense, but its distribution by cycles shows that the positive direction is only relative to the PISA 2009 cycle, being the predominant negative direction for the remaining three previous PISA editions.<br />The news about the PISA results associate policy measures (taken or planned), especially in the PISA 2003 and PISA 2009 (which Portugal had quite different results) which leads us to conclude that the enhancement of the perception of negativity or positivity of the results obtained, strongly induces the establishment of relations with education policies. But also other factors related to the political and media agenda as the elections and change of government can influence the perception or visibility of this relationship.<br />As mentioned, this previous study shows a relation between PISA and the results obtained by the Portuguese students and their place in the national media. It is also possible, through the analyzed pieces, to establish the relationship between PISA and concrete policy measures in which the element PISA appears as legitimating the political decision.<br />The main objective of this analysis is to deepen the record of the speech of news related to PISA from the confrontation of the results of the content analysis performed in two Portuguese national reference daily newspapers: “Diário de Notícias” and “Público”. The questions we seek to answer with this analysis are: Who are the actors mentioned and quoted in the news? What results are underlined, the huge amount of PISA data? The factors that are associated with the PISA results?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9bc5516e16e9c706f7a57f1c7d0a612d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181369,"asset_id":38148730,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181369/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148730"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148730"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148730; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38148730]").text(description); $(".js-view-count[data-work-id=38148730]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38148730; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38148730']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9bc5516e16e9c706f7a57f1c7d0a612d" } } $('.js-work-strip[data-work-id=38148730]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38148730,"title":"PISA in Portuguese media: the impact of PISA 2009 in national public education policies","translated_title":"","metadata":{"abstract":"PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. Despite the quite recent release of the first PISA results, today there is already some evidence of PISA impact and influence in the formulation, implementation and evaluation of public policies of education.\nThis work aims to be a contribution to the study of the impact and influence of PISA in Portugal and its relation with the education public policies through the analysis of the national press between December 2010 and December 2011.\nTo assess the impact of PISA in a country, the reaction in the media is a relevant element to analyse. In one hand because the media are now the main bodies that mediate the communication between the various social actors (Melo, 2005). And in other hand, the expression in the media does not necessarily reveal the political importance of a subject and will give us a consistent measure of the reactions of political reform to a particular fact, ie, the media response and policy response are not confused. This analysis will give us at least a measure of public controversy, because we conclude that, if a large number of news in the media about a subject means high relevance in the public opinion of that country. Not surprisingly, the impact of PISA in the media and possible relationships with public policy may be the subject of investigation in order to study these.\nIn a previous analysis performed to a set of PISA related news from 2000 to 2012, we conclude that the titles of news stories analyzed , unlike as in other European countries (Dixon et al., 2013), does not generally show a predominance of negative effect on education policies, the country, schools, teachers or students but also do not show the contrary. In fact there is an overall balance between the positive and negative sense, but its distribution by cycles shows that the positive direction is only relative to the PISA 2009 cycle, being the predominant negative direction for the remaining three previous PISA editions.\nThe news about the PISA results associate policy measures (taken or planned), especially in the PISA 2003 and PISA 2009 (which Portugal had quite different results) which leads us to conclude that the enhancement of the perception of negativity or positivity of the results obtained, strongly induces the establishment of relations with education policies. But also other factors related to the political and media agenda as the elections and change of government can influence the perception or visibility of this relationship.\nAs mentioned, this previous study shows a relation between PISA and the results obtained by the Portuguese students and their place in the national media. It is also possible, through the analyzed pieces, to establish the relationship between PISA and concrete policy measures in which the element PISA appears as legitimating the political decision.\nThe main objective of this analysis is to deepen the record of the speech of news related to PISA from the confrontation of the results of the content analysis performed in two Portuguese national reference daily newspapers: “Diário de Notícias” and “Público”. The questions we seek to answer with this analysis are: Who are the actors mentioned and quoted in the news? What results are underlined, the huge amount of PISA data? The factors that are associated with the PISA results?","location":"Porto, Portugal","more_info":"ECER - 23. Policy Studies and Politics of Education","event_date":{"day":2,"month":9,"year":2014,"errors":{}},"organization":"ECER","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"PISA in Portuguese media: the impact of PISA 2009 in national public education policies","conference_end_date":{"day":5,"month":9,"year":2014,"errors":{}},"conference_start_date":{"day":2,"month":9,"year":2014,"errors":{}}},"translated_abstract":"PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. Despite the quite recent release of the first PISA results, today there is already some evidence of PISA impact and influence in the formulation, implementation and evaluation of public policies of education.\nThis work aims to be a contribution to the study of the impact and influence of PISA in Portugal and its relation with the education public policies through the analysis of the national press between December 2010 and December 2011.\nTo assess the impact of PISA in a country, the reaction in the media is a relevant element to analyse. In one hand because the media are now the main bodies that mediate the communication between the various social actors (Melo, 2005). And in other hand, the expression in the media does not necessarily reveal the political importance of a subject and will give us a consistent measure of the reactions of political reform to a particular fact, ie, the media response and policy response are not confused. This analysis will give us at least a measure of public controversy, because we conclude that, if a large number of news in the media about a subject means high relevance in the public opinion of that country. Not surprisingly, the impact of PISA in the media and possible relationships with public policy may be the subject of investigation in order to study these.\nIn a previous analysis performed to a set of PISA related news from 2000 to 2012, we conclude that the titles of news stories analyzed , unlike as in other European countries (Dixon et al., 2013), does not generally show a predominance of negative effect on education policies, the country, schools, teachers or students but also do not show the contrary. In fact there is an overall balance between the positive and negative sense, but its distribution by cycles shows that the positive direction is only relative to the PISA 2009 cycle, being the predominant negative direction for the remaining three previous PISA editions.\nThe news about the PISA results associate policy measures (taken or planned), especially in the PISA 2003 and PISA 2009 (which Portugal had quite different results) which leads us to conclude that the enhancement of the perception of negativity or positivity of the results obtained, strongly induces the establishment of relations with education policies. But also other factors related to the political and media agenda as the elections and change of government can influence the perception or visibility of this relationship.\nAs mentioned, this previous study shows a relation between PISA and the results obtained by the Portuguese students and their place in the national media. It is also possible, through the analyzed pieces, to establish the relationship between PISA and concrete policy measures in which the element PISA appears as legitimating the political decision.\nThe main objective of this analysis is to deepen the record of the speech of news related to PISA from the confrontation of the results of the content analysis performed in two Portuguese national reference daily newspapers: “Diário de Notícias” and “Público”. The questions we seek to answer with this analysis are: Who are the actors mentioned and quoted in the news? What results are underlined, the huge amount of PISA data? The factors that are associated with the PISA results?","internal_url":"https://www.academia.edu/38148730/PISA_in_Portuguese_media_the_impact_of_PISA_2009_in_national_public_education_policies","translated_internal_url":"","created_at":"2019-01-14T05:19:06.226-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[{"id":32211473,"work_id":38148730,"tagging_user_id":6230573,"tagged_user_id":30676434,"co_author_invite_id":null,"email":"v***s@ipcb.pt","affiliation":"Instituto Politécnico de Castelo Branco","display_order":1,"name":"Valter Lemos","title":"PISA in Portuguese media: the impact of PISA 2009 in national public education policies"}],"downloadable_attachments":[{"id":58181369,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58181369/thumbnails/1.jpg","file_name":"ASerrao_ECER2014_pisa_in_portuguese_media.pdf","download_url":"https://www.academia.edu/attachments/58181369/download_file","bulk_download_file_name":"PISA_in_Portuguese_media_the_impact_of_P.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58181369/ASerrao_ECER2014_pisa_in_portuguese_media-libre.pdf?1547503273=\u0026response-content-disposition=attachment%3B+filename%3DPISA_in_Portuguese_media_the_impact_of_P.pdf\u0026Expires=1738721047\u0026Signature=W7Ad2~pMnMB-1-5JVMnpeho8y~v7iAK0wyYrfrFdwlaC~8aVt0qcqszKPvacc1zwtoyOCDdlZrHBSgosIAa6hMCC1~030LW~eu0y4xVdh8Ck7cUNBqfkkYZDEKWOKuDPndI16XKBu-ce0u7MvEIb2d-QVjw2l3j-2z0SxPGphgfcJTqDFWqEZtpeTOXRizcntiy9e7fn8FB7R3akXVDWOvF8C2z5dTBdduXwKfl~h3Ev8kvtoVJvTTxInMUshQJqp81pyOXb2VNeWigyKy~zVeDDe-LF7hpE7Snsl-uILYYfJ1TRYNt75KqUJCrbmtlG-F825f7llR-sEep~Pxo8Uw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"PISA_in_Portuguese_media_the_impact_of_PISA_2009_in_national_public_education_policies","translated_slug":"","page_count":6,"language":"en","content_type":"Work","summary":"PISA has been an instrument of action of the OECD with public impact and influence on education policies in several countries. Despite the quite recent release of the first PISA results, today there is already some evidence of PISA impact and influence in the formulation, implementation and evaluation of public policies of education.\nThis work aims to be a contribution to the study of the impact and influence of PISA in Portugal and its relation with the education public policies through the analysis of the national press between December 2010 and December 2011.\nTo assess the impact of PISA in a country, the reaction in the media is a relevant element to analyse. In one hand because the media are now the main bodies that mediate the communication between the various social actors (Melo, 2005). And in other hand, the expression in the media does not necessarily reveal the political importance of a subject and will give us a consistent measure of the reactions of political reform to a particular fact, ie, the media response and policy response are not confused. This analysis will give us at least a measure of public controversy, because we conclude that, if a large number of news in the media about a subject means high relevance in the public opinion of that country. Not surprisingly, the impact of PISA in the media and possible relationships with public policy may be the subject of investigation in order to study these.\nIn a previous analysis performed to a set of PISA related news from 2000 to 2012, we conclude that the titles of news stories analyzed , unlike as in other European countries (Dixon et al., 2013), does not generally show a predominance of negative effect on education policies, the country, schools, teachers or students but also do not show the contrary. In fact there is an overall balance between the positive and negative sense, but its distribution by cycles shows that the positive direction is only relative to the PISA 2009 cycle, being the predominant negative direction for the remaining three previous PISA editions.\nThe news about the PISA results associate policy measures (taken or planned), especially in the PISA 2003 and PISA 2009 (which Portugal had quite different results) which leads us to conclude that the enhancement of the perception of negativity or positivity of the results obtained, strongly induces the establishment of relations with education policies. But also other factors related to the political and media agenda as the elections and change of government can influence the perception or visibility of this relationship.\nAs mentioned, this previous study shows a relation between PISA and the results obtained by the Portuguese students and their place in the national media. It is also possible, through the analyzed pieces, to establish the relationship between PISA and concrete policy measures in which the element PISA appears as legitimating the political decision.\nThe main objective of this analysis is to deepen the record of the speech of news related to PISA from the confrontation of the results of the content analysis performed in two Portuguese national reference daily newspapers: “Diário de Notícias” and “Público”. The questions we seek to answer with this analysis are: Who are the actors mentioned and quoted in the news? What results are underlined, the huge amount of PISA data? The factors that are associated with the PISA results?","owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[{"id":58181369,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58181369/thumbnails/1.jpg","file_name":"ASerrao_ECER2014_pisa_in_portuguese_media.pdf","download_url":"https://www.academia.edu/attachments/58181369/download_file","bulk_download_file_name":"PISA_in_Portuguese_media_the_impact_of_P.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58181369/ASerrao_ECER2014_pisa_in_portuguese_media-libre.pdf?1547503273=\u0026response-content-disposition=attachment%3B+filename%3DPISA_in_Portuguese_media_the_impact_of_P.pdf\u0026Expires=1738721047\u0026Signature=W7Ad2~pMnMB-1-5JVMnpeho8y~v7iAK0wyYrfrFdwlaC~8aVt0qcqszKPvacc1zwtoyOCDdlZrHBSgosIAa6hMCC1~030LW~eu0y4xVdh8Ck7cUNBqfkkYZDEKWOKuDPndI16XKBu-ce0u7MvEIb2d-QVjw2l3j-2z0SxPGphgfcJTqDFWqEZtpeTOXRizcntiy9e7fn8FB7R3akXVDWOvF8C2z5dTBdduXwKfl~h3Ev8kvtoVJvTTxInMUshQJqp81pyOXb2VNeWigyKy~zVeDDe-LF7hpE7Snsl-uILYYfJ1TRYNt75KqUJCrbmtlG-F825f7llR-sEep~Pxo8Uw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media"},{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"},{"id":1723635,"name":"Public Policy","url":"https://www.academia.edu/Documents/in/Public_Policy"}],"urls":[{"id":8675595,"url":"https://eera-ecer.de/ecer-programmes/conference/19/contribution/31941/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38148694"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/38148694/Resilient_Portuguese_Students_in_PISA"><img alt="Research paper thumbnail of Resilient Portuguese Students in PISA" class="work-thumbnail" src="https://attachments.academia-assets.com/58181332/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/38148694/Resilient_Portuguese_Students_in_PISA">Resilient Portuguese Students in PISA</a></div><div class="wp-workCard_item"><span>Resilient Portuguese Students in PISA</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Portugal has been participating in PISA since 2000. This international programme created by the O...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Portugal has been participating in PISA since 2000. This international programme created by the OECD, aims at evaluating education systems of the participating countries by the assessment of the skills and knowledge of 15 year old students, in a triennial basis. The survey includes three different domains: reading, mathematics, and science literacy, The results so far available in the PISA survey allow comparisons between students of participating countries and also provide an understanding of the importance of several relevant factors such as gender, socio-economic background, type of school (public/private), region, among others, as factors of their performance.<br />The results from PISA 2009 showed that in Portugal more than 35% of students were resilient. Students are called resilient when they reach high performance standards under poor socio-economic circumstances, that is to say, they perform against the odds. The identification of the individual and school factors underlying these examples of success is of paramount importance. In fact, understanding why these students have such high levels of performance in reading literacy can simultaneously reveal good practices – at home and school – and also shed light on causes of student failure. The importance of resilient students it that they prove that there is in the education system – at individual, family and school levels – the ability to mitigate or even eliminate the impact of socio-economic context.<br />According to OECD, resilient students are those who “[...] come from disadvantaged backgrounds yet exhibit high levels of school success” (OECD, 2011a). OECD in this study Against the Odds: Disadvantaged Students Who Succeed in School (OECD, 2011a), presents two definitions to identify resilient students: one for intra-country analysis and another for comparisons among countries. Both definitions are supported in two indicators: the Index of Economic, Social and Cultural Status and the performance score achieved by the student (especially in reading literacy, the major domain in PISA 2009). Taking into reference the definition that includes the intra-country analysis, resilient students are the ones that fall within both the first tertile (below the 33th percentile) of their country ESCS and the last tertile (above the 67th percentile) of the distribution range of the reading performance in their country.<br />This research focus on the analysis of schools with disadvantaged socio-economic background that have promoted successful students in reading literacy. The research questions to be responded in the framework of this work are:<br />What is the moderating role of the school in the compensation of adverse socio-economic and cultural context to student success?<br />Which school characteristics promote successful students, particularly those with low socio-economic and cultural status?<br />What is the mediating role of study practices and reading strategies developed by students with low socio-economic and cultural status which make them resilient students?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="510f937fcca4e4e4ebb141995e7c1ce7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181332,"asset_id":38148694,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181332/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148694"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148694"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148694; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38148694]").text(description); $(".js-view-count[data-work-id=38148694]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38148694; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38148694']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "510f937fcca4e4e4ebb141995e7c1ce7" } } $('.js-work-strip[data-work-id=38148694]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38148694,"title":"Resilient Portuguese Students in PISA","translated_title":"","metadata":{"abstract":"Portugal has been participating in PISA since 2000. This international programme created by the OECD, aims at evaluating education systems of the participating countries by the assessment of the skills and knowledge of 15 year old students, in a triennial basis. The survey includes three different domains: reading, mathematics, and science literacy, The results so far available in the PISA survey allow comparisons between students of participating countries and also provide an understanding of the importance of several relevant factors such as gender, socio-economic background, type of school (public/private), region, among others, as factors of their performance.\nThe results from PISA 2009 showed that in Portugal more than 35% of students were resilient. Students are called resilient when they reach high performance standards under poor socio-economic circumstances, that is to say, they perform against the odds. The identification of the individual and school factors underlying these examples of success is of paramount importance. In fact, understanding why these students have such high levels of performance in reading literacy can simultaneously reveal good practices – at home and school – and also shed light on causes of student failure. The importance of resilient students it that they prove that there is in the education system – at individual, family and school levels – the ability to mitigate or even eliminate the impact of socio-economic context.\nAccording to OECD, resilient students are those who “[...] come from disadvantaged backgrounds yet exhibit high levels of school success” (OECD, 2011a). OECD in this study Against the Odds: Disadvantaged Students Who Succeed in School (OECD, 2011a), presents two definitions to identify resilient students: one for intra-country analysis and another for comparisons among countries. Both definitions are supported in two indicators: the Index of Economic, Social and Cultural Status and the performance score achieved by the student (especially in reading literacy, the major domain in PISA 2009). Taking into reference the definition that includes the intra-country analysis, resilient students are the ones that fall within both the first tertile (below the 33th percentile) of their country ESCS and the last tertile (above the 67th percentile) of the distribution range of the reading performance in their country.\nThis research focus on the analysis of schools with disadvantaged socio-economic background that have promoted successful students in reading literacy. The research questions to be responded in the framework of this work are:\nWhat is the moderating role of the school in the compensation of adverse socio-economic and cultural context to student success?\nWhich school characteristics promote successful students, particularly those with low socio-economic and cultural status?\nWhat is the mediating role of study practices and reading strategies developed by students with low socio-economic and cultural status which make them resilient students?","location":"Porto, Portugal","more_info":"ECER - Network 09. Assessment, Evaluation, Testing and Measurement","event_date":{"day":3,"month":9,"year":2014,"errors":{}},"organization":"ECER","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Resilient Portuguese Students in PISA","conference_end_date":{"day":5,"month":9,"year":2014,"errors":{}},"conference_start_date":{"day":2,"month":9,"year":2014,"errors":{}}},"translated_abstract":"Portugal has been participating in PISA since 2000. This international programme created by the OECD, aims at evaluating education systems of the participating countries by the assessment of the skills and knowledge of 15 year old students, in a triennial basis. The survey includes three different domains: reading, mathematics, and science literacy, The results so far available in the PISA survey allow comparisons between students of participating countries and also provide an understanding of the importance of several relevant factors such as gender, socio-economic background, type of school (public/private), region, among others, as factors of their performance.\nThe results from PISA 2009 showed that in Portugal more than 35% of students were resilient. Students are called resilient when they reach high performance standards under poor socio-economic circumstances, that is to say, they perform against the odds. The identification of the individual and school factors underlying these examples of success is of paramount importance. In fact, understanding why these students have such high levels of performance in reading literacy can simultaneously reveal good practices – at home and school – and also shed light on causes of student failure. The importance of resilient students it that they prove that there is in the education system – at individual, family and school levels – the ability to mitigate or even eliminate the impact of socio-economic context.\nAccording to OECD, resilient students are those who “[...] come from disadvantaged backgrounds yet exhibit high levels of school success” (OECD, 2011a). OECD in this study Against the Odds: Disadvantaged Students Who Succeed in School (OECD, 2011a), presents two definitions to identify resilient students: one for intra-country analysis and another for comparisons among countries. Both definitions are supported in two indicators: the Index of Economic, Social and Cultural Status and the performance score achieved by the student (especially in reading literacy, the major domain in PISA 2009). Taking into reference the definition that includes the intra-country analysis, resilient students are the ones that fall within both the first tertile (below the 33th percentile) of their country ESCS and the last tertile (above the 67th percentile) of the distribution range of the reading performance in their country.\nThis research focus on the analysis of schools with disadvantaged socio-economic background that have promoted successful students in reading literacy. The research questions to be responded in the framework of this work are:\nWhat is the moderating role of the school in the compensation of adverse socio-economic and cultural context to student success?\nWhich school characteristics promote successful students, particularly those with low socio-economic and cultural status?\nWhat is the mediating role of study practices and reading strategies developed by students with low socio-economic and cultural status which make them resilient students?","internal_url":"https://www.academia.edu/38148694/Resilient_Portuguese_Students_in_PISA","translated_internal_url":"","created_at":"2019-01-14T05:14:24.515-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[{"id":32211468,"work_id":38148694,"tagging_user_id":6230573,"tagged_user_id":30633916,"co_author_invite_id":null,"email":"c***f@isr.ist.utl.pt","display_order":1,"name":"Carlos Pinto-ferreira","title":"Resilient Portuguese Students in PISA"}],"downloadable_attachments":[{"id":58181332,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58181332/thumbnails/1.jpg","file_name":"ASerrao_ECER2014_resilient_portuguese_students_in_pisa.pdf","download_url":"https://www.academia.edu/attachments/58181332/download_file","bulk_download_file_name":"Resilient_Portuguese_Students_in_PISA.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58181332/ASerrao_ECER2014_resilient_portuguese_students_in_pisa-libre.pdf?1547503191=\u0026response-content-disposition=attachment%3B+filename%3DResilient_Portuguese_Students_in_PISA.pdf\u0026Expires=1738721047\u0026Signature=N-0WrARgot7tYRRro9h-SCh3UFegMXVeFpLm71pvuk3fRCdg6KngZvzMXcxNEGVdfnnAF5KdT6rF2XjDDS3vwpJ87XUcbFJBfQH9nGQmt1ZdcZ4VvadvESzu4vjqcfKv8T9LfHHqS6rKUTnRTDl1KSVKoxp5J~nr8XgN7R-obIoG~oIEuZL3cGJ07NYsVdOrDxglkRD7bN3ZH1FNBLZtEXdekM~Q-HnAcgx8bG99-ZBHRBN-NnNQYTkPBpYcRTkzKvIgND6Nhgf~-YKypqP3scSyG~qMuD~ns1fcsVhqGaDukzQeYowlHXpKSxfGsLG41GKRucSjFsEoMdcXyzO3ZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Resilient_Portuguese_Students_in_PISA","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"Portugal has been participating in PISA since 2000. This international programme created by the OECD, aims at evaluating education systems of the participating countries by the assessment of the skills and knowledge of 15 year old students, in a triennial basis. The survey includes three different domains: reading, mathematics, and science literacy, The results so far available in the PISA survey allow comparisons between students of participating countries and also provide an understanding of the importance of several relevant factors such as gender, socio-economic background, type of school (public/private), region, among others, as factors of their performance.\nThe results from PISA 2009 showed that in Portugal more than 35% of students were resilient. Students are called resilient when they reach high performance standards under poor socio-economic circumstances, that is to say, they perform against the odds. The identification of the individual and school factors underlying these examples of success is of paramount importance. In fact, understanding why these students have such high levels of performance in reading literacy can simultaneously reveal good practices – at home and school – and also shed light on causes of student failure. The importance of resilient students it that they prove that there is in the education system – at individual, family and school levels – the ability to mitigate or even eliminate the impact of socio-economic context.\nAccording to OECD, resilient students are those who “[...] come from disadvantaged backgrounds yet exhibit high levels of school success” (OECD, 2011a). OECD in this study Against the Odds: Disadvantaged Students Who Succeed in School (OECD, 2011a), presents two definitions to identify resilient students: one for intra-country analysis and another for comparisons among countries. Both definitions are supported in two indicators: the Index of Economic, Social and Cultural Status and the performance score achieved by the student (especially in reading literacy, the major domain in PISA 2009). Taking into reference the definition that includes the intra-country analysis, resilient students are the ones that fall within both the first tertile (below the 33th percentile) of their country ESCS and the last tertile (above the 67th percentile) of the distribution range of the reading performance in their country.\nThis research focus on the analysis of schools with disadvantaged socio-economic background that have promoted successful students in reading literacy. The research questions to be responded in the framework of this work are:\nWhat is the moderating role of the school in the compensation of adverse socio-economic and cultural context to student success?\nWhich school characteristics promote successful students, particularly those with low socio-economic and cultural status?\nWhat is the mediating role of study practices and reading strategies developed by students with low socio-economic and cultural status which make them resilient students?","owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[{"id":58181332,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58181332/thumbnails/1.jpg","file_name":"ASerrao_ECER2014_resilient_portuguese_students_in_pisa.pdf","download_url":"https://www.academia.edu/attachments/58181332/download_file","bulk_download_file_name":"Resilient_Portuguese_Students_in_PISA.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58181332/ASerrao_ECER2014_resilient_portuguese_students_in_pisa-libre.pdf?1547503191=\u0026response-content-disposition=attachment%3B+filename%3DResilient_Portuguese_Students_in_PISA.pdf\u0026Expires=1738721047\u0026Signature=N-0WrARgot7tYRRro9h-SCh3UFegMXVeFpLm71pvuk3fRCdg6KngZvzMXcxNEGVdfnnAF5KdT6rF2XjDDS3vwpJ87XUcbFJBfQH9nGQmt1ZdcZ4VvadvESzu4vjqcfKv8T9LfHHqS6rKUTnRTDl1KSVKoxp5J~nr8XgN7R-obIoG~oIEuZL3cGJ07NYsVdOrDxglkRD7bN3ZH1FNBLZtEXdekM~Q-HnAcgx8bG99-ZBHRBN-NnNQYTkPBpYcRTkzKvIgND6Nhgf~-YKypqP3scSyG~qMuD~ns1fcsVhqGaDukzQeYowlHXpKSxfGsLG41GKRucSjFsEoMdcXyzO3ZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3332,"name":"Resilience","url":"https://www.academia.edu/Documents/in/Resilience"},{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"}],"urls":[{"id":8675594,"url":"https://eera-ecer.de/ecer-programmes/conference/19/contribution/32475/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38148667"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/38148667/The_impact_of_PISA_in_the_definition_of_national_public_education_policies"><img alt="Research paper thumbnail of The impact of PISA in the definition of national public education policies" class="work-thumbnail" src="https://attachments.academia-assets.com/58181298/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/38148667/The_impact_of_PISA_in_the_definition_of_national_public_education_policies">The impact of PISA in the definition of national public education policies</a></div><div class="wp-workCard_item"><span>The impact of PISA in the definition of national public education policies</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PISA is an international comparative study conducted regularly to assess the state of education s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PISA is an international comparative study conducted regularly to assess the state of education systems. This programme is increasingly considered not only as a performance evaluator but also as an instrument to understand the social impact of education systems. The results of PISA have a substantial impact on the educational policy of the participating countries (Bieber, 2011 and Breakspear, 2012). However, studies about the impact of PISA on national reforms in education are scarce, and those that exist – trying to establish a relationship between the ability of OECD initiatives to influence national reforms with the PISA programme – are not deep enough and insightful (Grek, 2009).<br /><br />This study aims at examining to what extent the Programme for International Student Assessment (PISA) can be an important tool in the definition of public policies in education in Portugal. Also to what extent this international program does have oriented deep political reforms of education systems (Pepin , 2011).<br /><br />The major challenge of this study is to demonstrate in which aspects PISA can be a way to stimulate, regulate and guide the discussion and action about education policy for quality and school effectiveness – a result tobe achieved by promoting the debate and decision making on educational policies aimed at improving teaching and conditions of student learning.<br /><br />International studies such as PISA have been used as indicators of educational performance at national and international levels. For this reason, policy makers have to take into account the results obtained by their country in each PISA cycle. However, it is not yet clear what is the impact of PISA in the reorganization of national education systems or the OECD influence on the discussion of public education policies. It seems therefore important to understand what is the impact of the PISA as an instrument developed and applied for this purpose.<br /><br />PISA is in fact, on the one hand, an international monitoring program of education systems through evaluation of student performance, and on the other hand, an important instrument provinding key policy recommendations for political dialogue on education (Alasuutari, 2011).<br /><br />Portugal participates in PISA since its first assessment cycle in 2000, but never thoroughly studied what impact this international program has had on public policy making in education in the last 10 years, especially in the promotion of education policies to improve the quality and efficacy of the Portuguese education system.<br /><br />Between 2000 and 2009 PISA, Portuguese results showed a decrease of about 8% of students with low reading literacy performance, from about 52% of total students to 44%. For instance, to understand what underlies this results, it is important to identify (i) which measures to reduce student failure were implemented during this period and that have a relationship with PISA, and, (i) what characterizes this group of students in order to understand what differentiates students with moderate to high levels of performance.<br /><br />The questions which are intended to respond to this study are:<br />•What changes in educational policies and practices have been made in the light of PISA results?<br />•What is the impact of PISA results in educational policy as student failure?<br />•How do policy makers interpret the PISA results in order to justify decisions in national educational policy in the past? And what about new areas of development related to education?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b008441e5b98b4b878e32d1ee6166b15" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181298,"asset_id":38148667,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181298/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148667"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148667; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38148667]").text(description); $(".js-view-count[data-work-id=38148667]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38148667; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38148667']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b008441e5b98b4b878e32d1ee6166b15" } } $('.js-work-strip[data-work-id=38148667]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38148667,"title":"The impact of PISA in the definition of national public education policies","translated_title":"","metadata":{"abstract":"PISA is an international comparative study conducted regularly to assess the state of education systems. This programme is increasingly considered not only as a performance evaluator but also as an instrument to understand the social impact of education systems. The results of PISA have a substantial impact on the educational policy of the participating countries (Bieber, 2011 and Breakspear, 2012). However, studies about the impact of PISA on national reforms in education are scarce, and those that exist – trying to establish a relationship between the ability of OECD initiatives to influence national reforms with the PISA programme – are not deep enough and insightful (Grek, 2009).\n\nThis study aims at examining to what extent the Programme for International Student Assessment (PISA) can be an important tool in the definition of public policies in education in Portugal. Also to what extent this international program does have oriented deep political reforms of education systems (Pepin , 2011).\n\nThe major challenge of this study is to demonstrate in which aspects PISA can be a way to stimulate, regulate and guide the discussion and action about education policy for quality and school effectiveness – a result tobe achieved by promoting the debate and decision making on educational policies aimed at improving teaching and conditions of student learning.\n\nInternational studies such as PISA have been used as indicators of educational performance at national and international levels. For this reason, policy makers have to take into account the results obtained by their country in each PISA cycle. However, it is not yet clear what is the impact of PISA in the reorganization of national education systems or the OECD influence on the discussion of public education policies. It seems therefore important to understand what is the impact of the PISA as an instrument developed and applied for this purpose.\n\nPISA is in fact, on the one hand, an international monitoring program of education systems through evaluation of student performance, and on the other hand, an important instrument provinding key policy recommendations for political dialogue on education (Alasuutari, 2011).\n\nPortugal participates in PISA since its first assessment cycle in 2000, but never thoroughly studied what impact this international program has had on public policy making in education in the last 10 years, especially in the promotion of education policies to improve the quality and efficacy of the Portuguese education system.\n\nBetween 2000 and 2009 PISA, Portuguese results showed a decrease of about 8% of students with low reading literacy performance, from about 52% of total students to 44%. 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Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)","event_date":{"day":2,"month":9,"year":2014,"errors":{}},"organization":"ECER","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"The impact of PISA in the definition of national public education policies","conference_end_date":{"day":5,"month":9,"year":2014,"errors":{}},"conference_start_date":{"day":2,"month":9,"year":2014,"errors":{}}},"translated_abstract":"PISA is an international comparative study conducted regularly to assess the state of education systems. This programme is increasingly considered not only as a performance evaluator but also as an instrument to understand the social impact of education systems. The results of PISA have a substantial impact on the educational policy of the participating countries (Bieber, 2011 and Breakspear, 2012). However, studies about the impact of PISA on national reforms in education are scarce, and those that exist – trying to establish a relationship between the ability of OECD initiatives to influence national reforms with the PISA programme – are not deep enough and insightful (Grek, 2009).\n\nThis study aims at examining to what extent the Programme for International Student Assessment (PISA) can be an important tool in the definition of public policies in education in Portugal. Also to what extent this international program does have oriented deep political reforms of education systems (Pepin , 2011).\n\nThe major challenge of this study is to demonstrate in which aspects PISA can be a way to stimulate, regulate and guide the discussion and action about education policy for quality and school effectiveness – a result tobe achieved by promoting the debate and decision making on educational policies aimed at improving teaching and conditions of student learning.\n\nInternational studies such as PISA have been used as indicators of educational performance at national and international levels. For this reason, policy makers have to take into account the results obtained by their country in each PISA cycle. However, it is not yet clear what is the impact of PISA in the reorganization of national education systems or the OECD influence on the discussion of public education policies. It seems therefore important to understand what is the impact of the PISA as an instrument developed and applied for this purpose.\n\nPISA is in fact, on the one hand, an international monitoring program of education systems through evaluation of student performance, and on the other hand, an important instrument provinding key policy recommendations for political dialogue on education (Alasuutari, 2011).\n\nPortugal participates in PISA since its first assessment cycle in 2000, but never thoroughly studied what impact this international program has had on public policy making in education in the last 10 years, especially in the promotion of education policies to improve the quality and efficacy of the Portuguese education system.\n\nBetween 2000 and 2009 PISA, Portuguese results showed a decrease of about 8% of students with low reading literacy performance, from about 52% of total students to 44%. For instance, to understand what underlies this results, it is important to identify (i) which measures to reduce student failure were implemented during this period and that have a relationship with PISA, and, (i) what characterizes this group of students in order to understand what differentiates students with moderate to high levels of performance.\n\nThe questions which are intended to respond to this study are:\n•What changes in educational policies and practices have been made in the light of PISA results?\n•What is the impact of PISA results in educational policy as student failure?\n•How do policy makers interpret the PISA results in order to justify decisions in national educational policy in the past? 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This programme is increasingly considered not only as a performance evaluator but also as an instrument to understand the social impact of education systems. The results of PISA have a substantial impact on the educational policy of the participating countries (Bieber, 2011 and Breakspear, 2012). However, studies about the impact of PISA on national reforms in education are scarce, and those that exist – trying to establish a relationship between the ability of OECD initiatives to influence national reforms with the PISA programme – are not deep enough and insightful (Grek, 2009).\n\nThis study aims at examining to what extent the Programme for International Student Assessment (PISA) can be an important tool in the definition of public policies in education in Portugal. Also to what extent this international program does have oriented deep political reforms of education systems (Pepin , 2011).\n\nThe major challenge of this study is to demonstrate in which aspects PISA can be a way to stimulate, regulate and guide the discussion and action about education policy for quality and school effectiveness – a result tobe achieved by promoting the debate and decision making on educational policies aimed at improving teaching and conditions of student learning.\n\nInternational studies such as PISA have been used as indicators of educational performance at national and international levels. For this reason, policy makers have to take into account the results obtained by their country in each PISA cycle. However, it is not yet clear what is the impact of PISA in the reorganization of national education systems or the OECD influence on the discussion of public education policies. It seems therefore important to understand what is the impact of the PISA as an instrument developed and applied for this purpose.\n\nPISA is in fact, on the one hand, an international monitoring program of education systems through evaluation of student performance, and on the other hand, an important instrument provinding key policy recommendations for political dialogue on education (Alasuutari, 2011).\n\nPortugal participates in PISA since its first assessment cycle in 2000, but never thoroughly studied what impact this international program has had on public policy making in education in the last 10 years, especially in the promotion of education policies to improve the quality and efficacy of the Portuguese education system.\n\nBetween 2000 and 2009 PISA, Portuguese results showed a decrease of about 8% of students with low reading literacy performance, from about 52% of total students to 44%. 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The outcomes...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Primary education students are exposed to universal assessment tests in Mathematics. The outcomes of these tests provide information which can be used to improve the efficacy of the educational system. The differentiated processed information is sent as a feedback to policy makers, school principals, teachers, students and parents. The present study aims at analyzing the performance evolution of about 100,000 Portuguese students from grade 4 to 6 in what respects competences (concepts and procedures, problem solving, reasoning and communication) and contents (numbers and operations, geometry, statistics and algebra), tested by those assessment instruments. The identification of possible problems relating either to specific competences or to particular thematic domains can help to improve successful classroom strategies. A comparative analysis of the students’ performances in 2007 (Grade 4) and 2009 (Grade 6) tests will be performed, linking these data sets with IRT models. The intent of this paper is to explain the evolution of elementary school students’ performances in Mathematics aiming at the identification of possible problems and the proposal of adequate strategies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fb9e51a0d67ee751e06b1a26dd60aa0d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181257,"asset_id":38148629,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181257/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148629"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148629"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148629; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38148570"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/38148570/Politics_of_employment_and_education_and_youth_employability"><img alt="Research paper thumbnail of Politics of employment and education and youth employability" class="work-thumbnail" src="https://attachments.academia-assets.com/58181204/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/38148570/Politics_of_employment_and_education_and_youth_employability">Politics of employment and education and youth employability</a></div><div class="wp-workCard_item"><span>Politics of employment and education and youth employability</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The abstract proposal aims at discussing the politics orientated to the promotion of youth employ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The abstract proposal aims at discussing the politics orientated to the promotion of youth employability. The paper results from a research project being held in Portugal concerning the “impact of educational level (basic and secondary) on youth employability: Portugal in the European context”. Hence, it is proposed to present the main results concerning the analysis of the main measures of politics of education, training, employment and unemployment. As youth employability intercepts the politics of education and employment, in a broader sense, one cannot limit the research, neither on the politics of education/ training, neither on employment/unemployment. As the main aim of the research is to contextualize the Portuguese case in Europe, it will be presented an analysis on the main politic measures concerning youth employability at the European level. The proposal is to present a critical reflection concerning: the processes of young people transition to the labour market; the main political measures taken by the European countries on this domain; the main similarities and dissimilarities between the European countries. The analysis will be also based on: the analysis of other studies developed about the different European countries; the characterization of the systems of education of the European countries; and a general portrait based on statistical analysis of the main changes that took place in the European countries and, more deeply, in the Portuguese labour market in the last 30 years.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="191f5aacc5cb1677ec69fe274927b2ea" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58181204,"asset_id":38148570,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58181204/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38148570"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38148570"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38148570; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38147883"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38147883/The_Performance_of_Portuguese_Students_in_Reading_Analysis_of_the_Released_Reading_Items_from_PISA_2000_2003_and_2006"><img alt="Research paper thumbnail of The Performance of Portuguese Students in Reading – Analysis of the Released Reading Items from PISA 2000, 2003 and 2006" class="work-thumbnail" src="https://attachments.academia-assets.com/58180462/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38147883/The_Performance_of_Portuguese_Students_in_Reading_Analysis_of_the_Released_Reading_Items_from_PISA_2000_2003_and_2006">The Performance of Portuguese Students in Reading – Analysis of the Released Reading Items from PISA 2000, 2003 and 2006</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" rel="nofollow" href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AlziraTavares">Alzira Tavares</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/%C3%82ngeloFerreira1">Ângelo Ferreira</a></span></div><div class="wp-workCard_item"><span>The Performance of Portuguese Students in Reading – Analysis of the Released Reading Items from PISA 2000, 2003 and 2006</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ECER 2010 - Network: 9. Assessment, Evaluation, Testing and Measurement The performance of Port...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ECER 2010 - Network: 9. Assessment, Evaluation, Testing and Measurement <br /><br />The performance of Portuguese students in reading literacy exhibits little change in three PISA cycles (2000, 2003, 2006). Despite this apparent stability it is important to determine whether the performance of students maintains the same profile, in terms of reaching the same levels in different tasks, text formats, and reading situations. To do so, test results in each cycle will be analyzed to determine the performance levels in view of the same characteristics of a text – reading task, format and reading situation. This analysis of reading achievement provides information on the students’ levels of performance and their evolution throughout the years. It also allows to identify the main difficulties the students encounter when performing reading comprehension tasks. Yet, this analysis does not provide detailed knowledge of students’ perceptions regarding the type of tasks and the difficulty level associated to these tasks, neither about the degree of familiarity of students with different texts and tasks. We therefore conducted an exploratory study by giving the PISA test to a small number of students (classes) in school years 9 and 10 (typically 15-year olds). We will present the main conclusions drawn from this study, and a critical analysis of the students’ outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5b7f895fcc983a5bdedba4c2b98bf2e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58180462,"asset_id":38147883,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58180462/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38147883"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38147883"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38147883; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38147883]").text(description); $(".js-view-count[data-work-id=38147883]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38147883; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38147883']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5b7f895fcc983a5bdedba4c2b98bf2e6" } } $('.js-work-strip[data-work-id=38147883]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38147883,"title":"The Performance of Portuguese Students in Reading – Analysis of the Released Reading Items from PISA 2000, 2003 and 2006","translated_title":"","metadata":{"abstract":"ECER 2010 - Network: 9. 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Yet, this analysis does not provide detailed knowledge of students’ perceptions regarding the type of tasks and the difficulty level associated to these tasks, neither about the degree of familiarity of students with different texts and tasks. We therefore conducted an exploratory study by giving the PISA test to a small number of students (classes) in school years 9 and 10 (typically 15-year olds). 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Assessment, Evaluation, Testing and Measurement \n\nThe performance of Portuguese students in reading literacy exhibits little change in three PISA cycles (2000, 2003, 2006). Despite this apparent stability it is important to determine whether the performance of students maintains the same profile, in terms of reaching the same levels in different tasks, text formats, and reading situations. To do so, test results in each cycle will be analyzed to determine the performance levels in view of the same characteristics of a text – reading task, format and reading situation. This analysis of reading achievement provides information on the students’ levels of performance and their evolution throughout the years. It also allows to identify the main difficulties the students encounter when performing reading comprehension tasks. Yet, this analysis does not provide detailed knowledge of students’ perceptions regarding the type of tasks and the difficulty level associated to these tasks, neither about the degree of familiarity of students with different texts and tasks. We therefore conducted an exploratory study by giving the PISA test to a small number of students (classes) in school years 9 and 10 (typically 15-year olds). 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Assessment, Evaluation, Testing and Measurement Since the year 2000, Portu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ECER 2008<br />Network: 9. Assessment, Evaluation, Testing and Measurement<br /><br />Since the year 2000, Portugal has participated in the PISA – Programme for International Student Assessment. The performance of the Portuguese students in reading literacy exhibit little change in the three cycles of PISA. However, behind these apparent stability it is important to determine whether the performance of the students maintains the same profile, in terms of reaching the same levels in different types of continuous texts (narration, exposition, description, argumentation, instruction) and non-continuous texts (tables, diagrams, maps, forms, calls and advertisements, vouchers, certificates). To do so a deep analysis of the 2000, 2003, and 2006 databases – in what concerns the test results – will be performed in order to determine the performance levels in each PISA cycle and regarding the same type of text. From the conjugation of these results with the data gathered from the student questionnaires, it is possible to find out the linking between item performance and characteristics of the students. Methodology or data analysis methods: The two data types will be utilized: test results together and student questionnaires. A multivariate analysis will be performed in order to identify the relationship between student performance and the mentioned factors. Conclusions: Explaining the evolution of the Portuguese student performance in reading literacy – which factors influence results.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4dffe13daa2a637782cb83b4a760a89d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58180395,"asset_id":38147816,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58180395/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38147816"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38147816"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38147816; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38147712"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/38147712/Para_uma_an%C3%A1lise_do_desempenho_dos_alunos_rela%C3%A7%C3%A3o_entre_a_repet%C3%AAncia_e_o_desempenho_em_Portugal_atrav%C3%A9s_dos_dados_do_PISA"><img alt="Research paper thumbnail of Para uma análise do desempenho dos alunos: relação entre a repetência e o desempenho em Portugal através dos dados do PISA" class="work-thumbnail" src="https://attachments.academia-assets.com/58180284/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/38147712/Para_uma_an%C3%A1lise_do_desempenho_dos_alunos_rela%C3%A7%C3%A3o_entre_a_repet%C3%AAncia_e_o_desempenho_em_Portugal_atrav%C3%A9s_dos_dados_do_PISA">Para uma análise do desempenho dos alunos: relação entre a repetência e o desempenho em Portugal através dos dados do PISA</a></div><div class="wp-workCard_item"><span>Para uma análise do desempenho dos alunos: relação entre a repetência e o desempenho em Portugal através dos dados do PISA</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Desde o ano 2000 que o PISA tem vindo a fornecer informação sobre o desempenho dos alunos portugu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Desde o ano 2000 que o PISA tem vindo a fornecer informação sobre o desempenho dos alunos<br />portugueses de 15 anos. Entre 2000 e 2006 os resultados obtidos pelos alunos portugueses ficaram sempre<br />abaixo da média da OCDE em qualquer uma das áreas avaliadas. No entanto, a partir de 2009, assistiu-se a<br />uma melhoria significativa dos resultados de Portugal, alcançando finalmente a média da OCDE. Desde essa<br />altura que a questão “O que mudou no sistema de ensino nacional que tenha tornado possível esta mudança<br />no desempenho dos alunos?” tem sido colocada por vários atores sociais.<br />Uma primeira análise às bases de dados do PISA mostrou uma alteração significativa na distribuição dos<br />alunos portugueses por ano de escolaridade. O ano modal dos alunos de 15 anos em Portugal é o 10º ano<br />de escolaridade, embora em 2006 Portugal tivesse mais de 50% dos alunos da amostra do PISA a<br />frequentar o 9º ano ou inferior.<br />Segundo os dados mais recentes do PISA, Portugal é o segundo país da OCDE com mais reprovações<br />precoces, ou seja, 17% dos alunos portugueses que participaram no PISA em 2015 afirmaram ter repetido<br />pelo menos uma vez no 1º ciclo. Portugal destaca-se ainda por ser o país da OCDE com a maior<br />percentagem de alunos que repetiram um ano pelo menos duas vezes nos primeiros seis anos de<br />escolaridade.<br />Dados oficiais sobre a repetência mostram uma clara redução das taxas de retenção entre 2005 e 2015 em<br />todos os ciclos de ensino, passando de 5,5% para 3,7% no 1º ciclo, 13,0% para 6,6% no 2º ciclo e 19,7%<br />para 13,3% no 3º ciclo.<br />O PISA recolhe, através dos seus questionários de contexto, informação acerca da repetência de duas<br />formas distintas: uma indiretamente, ou seja, questionando os alunos sobre o ano de escolaridade que<br />frequentam e, outra diretamente, questionando os alunos sobre quantas vezes já repetiram um ano de<br />escolaridade e em que ciclo de ensino isso aconteceu.<br />O PISA mostra que os alunos que repetem, pelo menos, um ano de escolaridade tendem a diferenciar-se<br />dos alunos que nunca repetiram em termos das várias dimensões sociais que os caracterizam. Ao mesmo<br />tempo, que demonstra que o desempenho obtido por estes alunos está diretamente associado ao número de<br />anos de escolaridade repetidos, permitindo concluir que a repetência é um preditor mais poderoso que o<br />estatuto socioeconómico e cultural dos alunos.<br />Com a análise agora realizada pretende-se dar resposta às seguintes questões: (i) qual é a associação entre<br />a repetência e o desempenho dos alunos; (ii) como se caracteriza a repetência em Portugal em comparação<br />com os países da OCDE; (iii) quais são as características dos alunos repetentes, principalmente no que<br />respeita ao seu estatuto socioeconómico, ao género, ao estatuto migratório e ao tipo e localização da escola<br />que frequentam; (iv) e qual é o efeito da retenção no desempenho dos alunos.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da4bc7f7a95ad6ef70122ae019b8c57f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58180284,"asset_id":38147712,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58180284/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38147712"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38147712"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38147712; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38147712]").text(description); $(".js-view-count[data-work-id=38147712]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38147712; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38147712']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "da4bc7f7a95ad6ef70122ae019b8c57f" } } $('.js-work-strip[data-work-id=38147712]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38147712,"title":"Para uma análise do desempenho dos alunos: relação entre a repetência e o desempenho em Portugal através dos dados do PISA","translated_title":"","metadata":{"abstract":"Desde o ano 2000 que o PISA tem vindo a fornecer informação sobre o desempenho dos alunos\nportugueses de 15 anos. Entre 2000 e 2006 os resultados obtidos pelos alunos portugueses ficaram sempre\nabaixo da média da OCDE em qualquer uma das áreas avaliadas. No entanto, a partir de 2009, assistiu-se a\numa melhoria significativa dos resultados de Portugal, alcançando finalmente a média da OCDE. Desde essa\naltura que a questão “O que mudou no sistema de ensino nacional que tenha tornado possível esta mudança\nno desempenho dos alunos?” tem sido colocada por vários atores sociais.\nUma primeira análise às bases de dados do PISA mostrou uma alteração significativa na distribuição dos\nalunos portugueses por ano de escolaridade. O ano modal dos alunos de 15 anos em Portugal é o 10º ano\nde escolaridade, embora em 2006 Portugal tivesse mais de 50% dos alunos da amostra do PISA a\nfrequentar o 9º ano ou inferior.\nSegundo os dados mais recentes do PISA, Portugal é o segundo país da OCDE com mais reprovações\nprecoces, ou seja, 17% dos alunos portugueses que participaram no PISA em 2015 afirmaram ter repetido\npelo menos uma vez no 1º ciclo. Portugal destaca-se ainda por ser o país da OCDE com a maior\npercentagem de alunos que repetiram um ano pelo menos duas vezes nos primeiros seis anos de\nescolaridade.\nDados oficiais sobre a repetência mostram uma clara redução das taxas de retenção entre 2005 e 2015 em\ntodos os ciclos de ensino, passando de 5,5% para 3,7% no 1º ciclo, 13,0% para 6,6% no 2º ciclo e 19,7%\npara 13,3% no 3º ciclo.\nO PISA recolhe, através dos seus questionários de contexto, informação acerca da repetência de duas\nformas distintas: uma indiretamente, ou seja, questionando os alunos sobre o ano de escolaridade que\nfrequentam e, outra diretamente, questionando os alunos sobre quantas vezes já repetiram um ano de\nescolaridade e em que ciclo de ensino isso aconteceu.\nO PISA mostra que os alunos que repetem, pelo menos, um ano de escolaridade tendem a diferenciar-se\ndos alunos que nunca repetiram em termos das várias dimensões sociais que os caracterizam. Ao mesmo\ntempo, que demonstra que o desempenho obtido por estes alunos está diretamente associado ao número de\nanos de escolaridade repetidos, permitindo concluir que a repetência é um preditor mais poderoso que o\nestatuto socioeconómico e cultural dos alunos.\nCom a análise agora realizada pretende-se dar resposta às seguintes questões: (i) qual é a associação entre\na repetência e o desempenho dos alunos; (ii) como se caracteriza a repetência em Portugal em comparação\ncom os países da OCDE; (iii) quais são as características dos alunos repetentes, principalmente no que\nrespeita ao seu estatuto socioeconómico, ao género, ao estatuto migratório e ao tipo e localização da escola\nque frequentam; (iv) e qual é o efeito da retenção no desempenho dos alunos.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Para uma análise do desempenho dos alunos: relação entre a repetência e o desempenho em Portugal através dos dados do PISA"},"translated_abstract":"Desde o ano 2000 que o PISA tem vindo a fornecer informação sobre o desempenho dos alunos\nportugueses de 15 anos. Entre 2000 e 2006 os resultados obtidos pelos alunos portugueses ficaram sempre\nabaixo da média da OCDE em qualquer uma das áreas avaliadas. No entanto, a partir de 2009, assistiu-se a\numa melhoria significativa dos resultados de Portugal, alcançando finalmente a média da OCDE. Desde essa\naltura que a questão “O que mudou no sistema de ensino nacional que tenha tornado possível esta mudança\nno desempenho dos alunos?” tem sido colocada por vários atores sociais.\nUma primeira análise às bases de dados do PISA mostrou uma alteração significativa na distribuição dos\nalunos portugueses por ano de escolaridade. O ano modal dos alunos de 15 anos em Portugal é o 10º ano\nde escolaridade, embora em 2006 Portugal tivesse mais de 50% dos alunos da amostra do PISA a\nfrequentar o 9º ano ou inferior.\nSegundo os dados mais recentes do PISA, Portugal é o segundo país da OCDE com mais reprovações\nprecoces, ou seja, 17% dos alunos portugueses que participaram no PISA em 2015 afirmaram ter repetido\npelo menos uma vez no 1º ciclo. Portugal destaca-se ainda por ser o país da OCDE com a maior\npercentagem de alunos que repetiram um ano pelo menos duas vezes nos primeiros seis anos de\nescolaridade.\nDados oficiais sobre a repetência mostram uma clara redução das taxas de retenção entre 2005 e 2015 em\ntodos os ciclos de ensino, passando de 5,5% para 3,7% no 1º ciclo, 13,0% para 6,6% no 2º ciclo e 19,7%\npara 13,3% no 3º ciclo.\nO PISA recolhe, através dos seus questionários de contexto, informação acerca da repetência de duas\nformas distintas: uma indiretamente, ou seja, questionando os alunos sobre o ano de escolaridade que\nfrequentam e, outra diretamente, questionando os alunos sobre quantas vezes já repetiram um ano de\nescolaridade e em que ciclo de ensino isso aconteceu.\nO PISA mostra que os alunos que repetem, pelo menos, um ano de escolaridade tendem a diferenciar-se\ndos alunos que nunca repetiram em termos das várias dimensões sociais que os caracterizam. Ao mesmo\ntempo, que demonstra que o desempenho obtido por estes alunos está diretamente associado ao número de\nanos de escolaridade repetidos, permitindo concluir que a repetência é um preditor mais poderoso que o\nestatuto socioeconómico e cultural dos alunos.\nCom a análise agora realizada pretende-se dar resposta às seguintes questões: (i) qual é a associação entre\na repetência e o desempenho dos alunos; (ii) como se caracteriza a repetência em Portugal em comparação\ncom os países da OCDE; (iii) quais são as características dos alunos repetentes, principalmente no que\nrespeita ao seu estatuto socioeconómico, ao género, ao estatuto migratório e ao tipo e localização da escola\nque frequentam; (iv) e qual é o efeito da retenção no desempenho dos alunos.","internal_url":"https://www.academia.edu/38147712/Para_uma_an%C3%A1lise_do_desempenho_dos_alunos_rela%C3%A7%C3%A3o_entre_a_repet%C3%AAncia_e_o_desempenho_em_Portugal_atrav%C3%A9s_dos_dados_do_PISA","translated_internal_url":"","created_at":"2019-01-14T02:31:10.987-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":6230573,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[],"downloadable_attachments":[{"id":58180284,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58180284/thumbnails/1.jpg","file_name":"Apres_ASerrao.pdf","download_url":"https://www.academia.edu/attachments/58180284/download_file","bulk_download_file_name":"Para_uma_analise_do_desempenho_dos_aluno.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58180284/Apres_ASerrao-libre.pdf?1547481784=\u0026response-content-disposition=attachment%3B+filename%3DPara_uma_analise_do_desempenho_dos_aluno.pdf\u0026Expires=1738721047\u0026Signature=YYNRbkm5TtKz1uIpt43-tm1Mos6nOTbCTDDHWd1keIWIp66RRoI1C5rWBXmWrnoHWPG8qeKME-NqC8WgQ7oTaXVPz~XhT45a1-OkM4U37bj0453Y3pTyXJpDwZChjTijTfo4nBCSpvKurTILkkZDgEHNaz0q38GpZamF8BeGES7S2OWvfZL6LbS8b5SUgFmf7ZxXeAmMWle74al-lUNz3RQj9SJffpGLCMkNBfMytrLRY3k71qAGVhwVWgsLfg2QjAhmKbk2RZiJ7bjmpotzzGg598t1J8Xb~XJ83VlXk89sS0rErQy7cYMwVsBxlcQ97eHTU9FjBl7TTKUOt3n~YQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Para_uma_análise_do_desempenho_dos_alunos_relação_entre_a_repetência_e_o_desempenho_em_Portugal_através_dos_dados_do_PISA","translated_slug":"","page_count":16,"language":"pt","content_type":"Work","summary":"Desde o ano 2000 que o PISA tem vindo a fornecer informação sobre o desempenho dos alunos\nportugueses de 15 anos. Entre 2000 e 2006 os resultados obtidos pelos alunos portugueses ficaram sempre\nabaixo da média da OCDE em qualquer uma das áreas avaliadas. No entanto, a partir de 2009, assistiu-se a\numa melhoria significativa dos resultados de Portugal, alcançando finalmente a média da OCDE. Desde essa\naltura que a questão “O que mudou no sistema de ensino nacional que tenha tornado possível esta mudança\nno desempenho dos alunos?” tem sido colocada por vários atores sociais.\nUma primeira análise às bases de dados do PISA mostrou uma alteração significativa na distribuição dos\nalunos portugueses por ano de escolaridade. O ano modal dos alunos de 15 anos em Portugal é o 10º ano\nde escolaridade, embora em 2006 Portugal tivesse mais de 50% dos alunos da amostra do PISA a\nfrequentar o 9º ano ou inferior.\nSegundo os dados mais recentes do PISA, Portugal é o segundo país da OCDE com mais reprovações\nprecoces, ou seja, 17% dos alunos portugueses que participaram no PISA em 2015 afirmaram ter repetido\npelo menos uma vez no 1º ciclo. Portugal destaca-se ainda por ser o país da OCDE com a maior\npercentagem de alunos que repetiram um ano pelo menos duas vezes nos primeiros seis anos de\nescolaridade.\nDados oficiais sobre a repetência mostram uma clara redução das taxas de retenção entre 2005 e 2015 em\ntodos os ciclos de ensino, passando de 5,5% para 3,7% no 1º ciclo, 13,0% para 6,6% no 2º ciclo e 19,7%\npara 13,3% no 3º ciclo.\nO PISA recolhe, através dos seus questionários de contexto, informação acerca da repetência de duas\nformas distintas: uma indiretamente, ou seja, questionando os alunos sobre o ano de escolaridade que\nfrequentam e, outra diretamente, questionando os alunos sobre quantas vezes já repetiram um ano de\nescolaridade e em que ciclo de ensino isso aconteceu.\nO PISA mostra que os alunos que repetem, pelo menos, um ano de escolaridade tendem a diferenciar-se\ndos alunos que nunca repetiram em termos das várias dimensões sociais que os caracterizam. Ao mesmo\ntempo, que demonstra que o desempenho obtido por estes alunos está diretamente associado ao número de\nanos de escolaridade repetidos, permitindo concluir que a repetência é um preditor mais poderoso que o\nestatuto socioeconómico e cultural dos alunos.\nCom a análise agora realizada pretende-se dar resposta às seguintes questões: (i) qual é a associação entre\na repetência e o desempenho dos alunos; (ii) como se caracteriza a repetência em Portugal em comparação\ncom os países da OCDE; (iii) quais são as características dos alunos repetentes, principalmente no que\nrespeita ao seu estatuto socioeconómico, ao género, ao estatuto migratório e ao tipo e localização da escola\nque frequentam; (iv) e qual é o efeito da retenção no desempenho dos alunos.","owner":{"id":6230573,"first_name":"Anabela","middle_initials":null,"last_name":"Serrão","page_name":"ASerrão","domain_name":"iscte-iul","created_at":"2013-10-19T00:14:47.530-07:00","display_name":"Anabela Serrão","url":"https://iscte-iul.academia.edu/ASerr%C3%A3o"},"attachments":[{"id":58180284,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58180284/thumbnails/1.jpg","file_name":"Apres_ASerrao.pdf","download_url":"https://www.academia.edu/attachments/58180284/download_file","bulk_download_file_name":"Para_uma_analise_do_desempenho_dos_aluno.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58180284/Apres_ASerrao-libre.pdf?1547481784=\u0026response-content-disposition=attachment%3B+filename%3DPara_uma_analise_do_desempenho_dos_aluno.pdf\u0026Expires=1738721047\u0026Signature=YYNRbkm5TtKz1uIpt43-tm1Mos6nOTbCTDDHWd1keIWIp66RRoI1C5rWBXmWrnoHWPG8qeKME-NqC8WgQ7oTaXVPz~XhT45a1-OkM4U37bj0453Y3pTyXJpDwZChjTijTfo4nBCSpvKurTILkkZDgEHNaz0q38GpZamF8BeGES7S2OWvfZL6LbS8b5SUgFmf7ZxXeAmMWle74al-lUNz3RQj9SJffpGLCMkNBfMytrLRY3k71qAGVhwVWgsLfg2QjAhmKbk2RZiJ7bjmpotzzGg598t1J8Xb~XJ83VlXk89sS0rErQy7cYMwVsBxlcQ97eHTU9FjBl7TTKUOt3n~YQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_"},{"id":65714,"name":"Sucesso escolar","url":"https://www.academia.edu/Documents/in/Sucesso_escolar"},{"id":121551,"name":"Repetition","url":"https://www.academia.edu/Documents/in/Repetition"},{"id":1995014,"name":"Repetência escolar","url":"https://www.academia.edu/Documents/in/Repet%C3%AAncia_escolar"},{"id":2840531,"name":"retenção","url":"https://www.academia.edu/Documents/in/reten%C3%A7%C3%A3o"}],"urls":[]}, dispatcherData: dispatcherData }); 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