Many countries participate in international studies to assess the performance of different educational systems. However, when selecting items to be included in the tests, consideration is given to issues of discrimination and difficulty for the items according to the criteria of norm- referenced tests, but at the same time these studies are viewed on the basis of their interest in knowing the level of students' acquisition of the skills necessary for their participation effectively in their society. . Based on that, how can these tests be classified in the context of what appears to be a contradiction between the aim of these studies and the procedures for their development and the criteria that govern the selection of their items?
Dear Emad Ababneh ,
I agree with you, it also seems like a contradiction. However, basic situations with interpreting a text, performing a calculation, understanding a basic physical-chemical process, among others, can show how each country and culture promotes knowledge and education of its people.
This done smoothly in process and in disclosure can be beneficial, but we know that education in world suffers from economy and adversities of each nation. Very large countries can be harmed due to diversity of regions. We know that not all are provided with decent housing, necessary food and health care, so imagine access to education.
I hope that in this debate we will be able to see more clearly rules used and thus better understand whether or not this is beneficial to humanity or just another form of classification and self-promotion.
I wish you a lot of health.
Regards,
Wiltgen
Many thanks Dear Filipe for your comment and deep view. it is with my full gratitude.
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