Mark | Date Date | Title Title | |||
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No. 315 | 16 May 2024 |
Teenage career development in England
This paper explores the state of teenage career development in England. It sets out findings from the 2022 round of the OECD Programme for International Student Assessment (PISA), a comparative international survey of young people in secondary... |
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No. 314 | 24 Apr 2024 |
Curriculum Frameworks and Visualisations Beyond National Frameworks
This evolving paper follows a first paper released in 2021 on “National or regional curriculum frameworks and visualisations”. It presented a compilation of visualisations of curriculum frameworks, main competences and strategic schemes provided by... |
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No. 313 | 12 Apr 2024 |
Beyond grades
Students are much more than their grades. Beyond performing well in school, students must learn to manage their relationships with others, confront stress, find purpose in what they do, and deal with a series of factors oftentimes beyond their... |
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No. 312 | 12 Apr 2024 |
Item characteristics and test-taker disengagement in PISA
If test-takers do not engage with the assessment, the reliability of test scores and the validity of inferences about their proficiency may suffer. Test-taker disengagement is particularly likely in low-stakes assessments and, according to prior... |
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No. 311 | 26 Mar 2024 |
Beyond literacy
This paper reviews a number of previous studies that have investigated how measure of non-cognitive skills predict important life outcomes such as educational attainment, employment, earnings, and self-reported health and life satisfaction. All... |
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No. 310 | 20 Mar 2024 |
Towards more diverse and flexible international large-scale assessments
This paper explores enhancements to international large-scale assessments (ILSAs). It advocates for diversification, targeting specific groups or individuals for more precise diagnoses, and flexibilisation, refining the item bank for assessments'... |
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No. 309 | 18 Mar 2024 |
Going global: 39 language versions of the BFI-2-XS
In the 2023 Survey of Adult Skills (PIAAC), the Big Five personality traits were assessed using the BFI-2-XS, the 15-item extra-short form of the Big Five Inventory-2 (BFI-2). For this purpose, the instrument was translated into 24 languages and... |
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No. 308 | 08 Mar 2024 |
Mapping study for the integration of accommodations for students with Special Education Needs (SEN) in PISA
Due to various technical and methodological challenges, PISA has to date offered only limited accommodations for students with special education needs (SEN). As a result, some students are currently excluded from the PISA target population at the... |
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No. 307 | 16 Feb 2024 |
Rethinking education in the context of climate change
State-of-the-art scientific evidence shows that our planet is approaching several environmental and climate tipping points faster than previously expected. This means that the international community is facing a rapidly closing window of opportunity... |
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No. 306 | 05 Feb 2024 |
Fostering higher-order thinking skills online in higher education
This scoping review examines the effectiveness of online and blended learning in fostering higher-order thinking skills in higher education, focussing on creativity and critical thinking. The paper finds that whilst there is a growing body of... |
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No. 305 | 20 Nov 2023 |
Levelling the playing field in ECEC
The provision of high-quality early childhood education and care (ECEC) is widely seen as a strategy to promote a more equitable and inclusive society due to its potential to give all children, and especially those from disadvantaged backgrounds, a... |
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No. 304 | 15 Nov 2023 |
Social and emotional skills
Education systems around the world are increasingly recognising that social and emotional skills (SES) are essential for students and societies. This paper contributes to the Innovative approaches to measuring social and emotional skills project,... |
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No. 303 | 09 Nov 2023 |
How are OECD governments navigating the digital higher education landscape?
Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative... |
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No. 302 | 09 Nov 2023 |
Intersectionality in education
Intersectionality highlights that different aspects of individuals’ identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension... |
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No. 301 | 02 Nov 2023 |
Child participation in decision making
Child empowerment is on the policy agenda of education systems around the world, in particular since the increasing emphasis in policy and research discourse on supporting children’s participation rights. A large body of literature suggests that... |
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No. 300 | 26 Oct 2023 |
Indicators of inclusion in education
Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a... |
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No. 299 | 08 Aug 2023 |
Digital equity and inclusion in education
Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities,... |
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No. 298 | 03 Aug 2023 |
Does English instruction teach more reading than listening skills?
This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds... |
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No. 297 | 05 Jun 2023 |
Agency in the Anthropocene
An important construct to be measured in the Programme for International Student Assessment (PISA) 2025 is the degree to which 15-year-olds are knowledgeable of, concerned about, and able to act on environmental issues as a result of their science... |
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No. 296 | 01 Jun 2023 |
What systematic connections should we have around schools to support the work of teachers?
Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from... |
OECD Education Working Papers
English, French
- ISSN: 19939019 (online)
- https://doi.org/10.1787/19939019
1 - 20 of 314 results
Teenage career development in England
Anthony Mann, Jonathan Diaz and Sara Zapata Posada
16 May 2024
This paper explores the state of teenage career development in England. It sets out findings from the 2022 round of the OECD Programme for International Student Assessment (PISA), a comparative international survey of young people in secondary...
Curriculum Frameworks and Visualisations Beyond National Frameworks
Miho Taguma and Alena Frid
24 Apr 2024
This evolving paper follows a first paper released in 2021 on “National or regional curriculum frameworks and visualisations”. It presented a compilation of visualisations of curriculum frameworks, main competences and strategic schemes provided by...
Beyond grades
Marta Cignetti and Mario Piacentini
12 Apr 2024
Students are much more than their grades. Beyond performing well in school, students must learn to manage their relationships with others, confront stress, find purpose in what they do, and deal with a series of factors oftentimes beyond their...
Item characteristics and test-taker disengagement in PISA
Francesco Avvisati, Janine Buchholz, Mario Piacentini and Luis Francisco Vargas Madriz
12 Apr 2024
If test-takers do not engage with the assessment, the reliability of test scores and the validity of inferences about their proficiency may suffer. Test-taker disengagement is particularly likely in low-stakes assessments and, according to prior...
Beyond literacy
Beatrice Rammstedt, Clemens M. Lechner and Daniel Danner
26 Mar 2024
This paper reviews a number of previous studies that have investigated how measure of non-cognitive skills predict important life outcomes such as educational attainment, employment, earnings, and self-reported health and life satisfaction. All...
Towards more diverse and flexible international large-scale assessments
Tomoya Okubo
20 Mar 2024
This paper explores enhancements to international large-scale assessments (ILSAs). It advocates for diversification, targeting specific groups or individuals for more precise diagnoses, and flexibilisation, refining the item bank for assessments'...
Going global: 39 language versions of the BFI-2-XS
Beatrice Rammstedt, Lena Roemer, Dorothée Behr, Matthias Bluemke, Clemens Lechner, Steve Dept, Laura Wäyrynen, Chris Soto and Oliver P. John
18 Mar 2024
In the 2023 Survey of Adult Skills (PIAAC), the Big Five personality traits were assessed using the BFI-2-XS, the 15-item extra-short form of the Big Five Inventory-2 (BFI-2). For this purpose, the instrument was translated into 24 languages and...
Mapping study for the integration of accommodations for students with Special Education Needs (SEN) in PISA
Ava Guez, Ketan and Mario Piacentini
08 Mar 2024
Due to various technical and methodological challenges, PISA has to date offered only limited accommodations for students with special education needs (SEN). As a result, some students are currently excluded from the PISA target population at the...
Rethinking education in the context of climate change
Deborah Nusche, Marc Fuster Rabella and Simeon Lauterbach
16 Feb 2024
State-of-the-art scientific evidence shows that our planet is approaching several environmental and climate tipping points faster than previously expected. This means that the international community is facing a rapidly closing window of opportunity...
Fostering higher-order thinking skills online in higher education
Cassie Hague
05 Feb 2024
This scoping review examines the effectiveness of online and blended learning in fostering higher-order thinking skills in higher education, focussing on creativity and critical thinking. The paper finds that whilst there is a growing body of...
Levelling the playing field in ECEC
Carlos González-Sancho, Manuela Fitzpatrick, Nora Brüning and Stéphanie Jamet
20 Nov 2023
The provision of high-quality early childhood education and care (ECEC) is widely seen as a strategy to promote a more equitable and inclusive society due to its potential to give all children, and especially those from disadvantaged backgrounds, a...
Social and emotional skills
Mykolas Steponavičius, Catharina Gress-Wright and Adriano Linzarini
15 Nov 2023
Education systems around the world are increasingly recognising that social and emotional skills (SES) are essential for students and societies. This paper contributes to the Innovative approaches to measuring social and emotional skills project,...
How are OECD governments navigating the digital higher education landscape?
Nikolaj Broberg and Gillian Golden
09 Nov 2023
Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative...
Intersectionality in education
Samo Varsik and Julia Gorochovskij
09 Nov 2023
Intersectionality highlights that different aspects of individuals’ identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension...
Child participation in decision making
Francesca Gottschalk and Hannah Borhan
02 Nov 2023
Child empowerment is on the policy agenda of education systems around the world, in particular since the increasing emphasis in policy and research discourse on supporting children’s participation rights. A large body of literature suggests that...
Indicators of inclusion in education
Cecilia Mezzanotte and Claire Calvel
26 Oct 2023
Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a...
Digital equity and inclusion in education
Francesca Gottschalk and Crystal Weise
08 Aug 2023
Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities,...
Does English instruction teach more reading than listening skills?
Gabriele Marconi
03 Aug 2023
This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds...
Agency in the Anthropocene
Peta J. White, Nicole M. Ardoin, Chris Eames and Martha C. Monroe
05 Jun 2023
An important construct to be measured in the Programme for International Student Assessment (PISA) 2025 is the degree to which 15-year-olds are knowledgeable of, concerned about, and able to act on environmental issues as a result of their science...
What systematic connections should we have around schools to support the work of teachers?
Jason McGrath
01 Jun 2023
Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from...