Addressing Inequities in Modern Educational Assessment
Springer International Publishing (Verlag)
978-3-031-45801-9 (ISBN)
This edited book focuses on the central and up-to-date issues that represent some of the most relevant challenges and limitations of International Learning Assessments (ILSAs). It specifically sheds light on the general effects of the discontinuation of face-to-face education on students at diverse academic levels during the COVID-19 pandemic.
Through the lens of the most relevant experts of the field, it highlights the asymmetric effects on students based on family income, education level, or employment, imposing a heavy toll on those with less resources.
It raises issues regarding the impact on the mental health of students and education professionals due to school closures. Modern education is shifting its focus from just scores to detailed, qualitative feedback. Such comprehensive insights help students identify both strengths and growth areas, making assessments more constructive.
This book is aimed for researchers in the field of educationalassessments, graduate and postgraduate students, policy makers, and anyone interested in making informed decisions regarding ILSAs. COVID-19 brought immense educational challenges, it also presented an unprecedented opportunity: to reassess and reform existing systems, steering towards assessments that are both fair and empowering.
lt;p>Prof. Jorge Sainz teaches Applied Economics at Universidad Rey Juan Carlos and is Visiting Fellow at the Institute for Policy Research, UK. He has been Visiting Professor and Researcher at several universities, having published more than 100 articles in scientific and professional science journals and books. Also, he has been Secretary of Universities, Ministry of Education, Spain, and Consultant on education to OECD, OEI, and EU Commission.
Prof. Ismael Sanz has been Director of the National Institute for Educational Evaluation of the Spanish Ministry of Education and Chair of the Strategic Development Group of PISA of the OECD. He is Author of articles in research journals such as Economic Journal, Oxford Bulletin of Economics and Statistics, Scandinavian Journal of Economics, Canadian Journal of Economics, European Journal of Political Economy, Public Choice, or IZA Journal of Labour Studies.
A Post-Covid Comparative Analysis of Digital Skills in Vocational Education Teachers for 4 Latin American Countries.- The Impact of the COVID-19 Pandemic on Education Learning.- The Role of International Education Agencies after the Pandemic.- Tutoring and its Effects on Academic Achievement: A Policy Evaluation with Machine Learning Methods.- The Impact of the School Closures on Bullying and Cyberbullying in Spain.- Virtual or Face-to-face Education: What have We Learned from the Years of the Pandemic?.- Opportunity Costs, Covid-19, and Early Dropout Rate.- Random Experiment on Relative Performance Feedback in Higher Education at URJC.- Gender Gap in STEM Education.- Digital Adoption in Times of Crisis: A Study for the European Countries.- A Review of Social Conditions During the Quarantine Period -Covid-19.
| Erscheinungsdatum | 15.11.2023 |
|---|---|
| Zusatzinfo | X, 205 p. 34 illus., 29 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 481 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Schlagworte | Ability to Read • Discontinuity on Face-to-face Education • Education Inequalities • Effects of Covid on Education • Face-to-face Instruction • international evaluation • Learning During a Pandemic • learning loss • Online Instruction • PIRLS 2021 • Progress in International Reading Literacy Study (PIRLS) 2021 • Reading Comprehension • School Closures • student mental health |
| ISBN-10 | 3-031-45801-X / 303145801X |
| ISBN-13 | 978-3-031-45801-9 / 9783031458019 |
| Zustand | Neuware |
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