Values in the measurement of students' science achievement in TIMSS and PISA
Fensham, Peter J. (2007) Values in the measurement of students' science achievement in TIMSS and PISA. In Corrigan, Deborah, Dillon, Justin, & Gunstone, Richard (Eds.) The re-emergence of values in science education. Sense Publishers, Rotterdam, pp. 215-229.
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Like any other example of science education, international comparative studies of student science achievement, such as the TIMSS and PISA projects, involve and imply values. They inevitably involve choices about science and science education and choices reflect value positions. These are first made by the initiating organisations in conjunction with the representatives of interested governments. Others choices are made by the project’s managers on advice stemming from its group of science advisers. These influence the design of the project and the practices that make up the implementing stages. Finally, what is presented as findings and the manner of their presentation are also value laden aspects.
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|Item Type:||Book Chapter|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 Sense Publishers|
|Deposited On:||22 Oct 2008|
|Last Modified:||20 Jun 2012 08:08|
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