Plenární jednání
Autoři: Silke Rönnebeck
Abstrakt: Abstrakt není k dispozici.
Klíčová slova: N/A
Článek ke stažení [PDF]: Není k dispozici.
Title: MAKING CHANGE HAPPENTHE EFFECTS OF PISA ON EDUCATIONAL REFORMS IN GERMANY
Abstract: The results from TIMSS 1997 (Third International Mathematics and Science Study) and even more so from PISA 2000 (Programme for International Student Assessment) came as a shock not only to educational policy makers but also to the general public in Germany. In PISA 2000, German students scored in all three domainsreading, mathematics, and sciencesignificantly below the OECD average and ranged in the international comparison well behind countries like Finland, Australia, the United States, or Austria. Especially worrying were the comparably high percentages of 15-year-olds with very low competences and the strong positive relationship between achievement and socioeconomic statusin no other OECD country had the socioeconomic status of the family a higher impact on student achievement than in Germany. Based on its long tradition of Bildung, Germany had for decades strongly believed in the quality and equity of its educational systema belief that was severely shaken by the PISA results. Thus, almost immediately after the publication of the results, a fundamental debate in matters of education policy started. The debate became the starting point for a number of far-reaching and large-scale reforms within the educational system in Germany. The probably most prominent example is the development, implementation and regular monitoring of nationwide educational standards that define what students are supposed to know and able to do at the end of their primary and secondary education. The standards are supplemented by standardized comparative tests either at national or federal state level and the implementation of central school leaving examinations. Other reforms e.g. include structural changes in the school system (e.g. changing from a strongly tracked to a more comprehensive system), the abolition of grade retention, and the implementation of large-scale and long-term professional development programs for teachers like e.g. the SINUS program. All these reforms could only be successfully implemented because different stakeholder groups worked together. In the talk, the development of educational reforms in Germany following the ‚PISA shock‘ and the collaborative efforts that have led to their successful implementation will be discussed.
Keywords: N/A
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