International Large-Scale Assessment (ILSA): Implications for Pre-Service Teacher Education in the Philippines
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| Title: | International Large-Scale Assessment (ILSA): Implications for Pre-Service Teacher Education in the Philippines |
|---|---|
| Language: | English |
| Authors: | Espinosa, Allen A. (ORCID |
| Source: | Issues in Educational Research. 2023 33(2):553-569. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Secondary Education Elementary Secondary Education Elementary Education Intermediate Grades |
| Descriptors: | Foreign Countries, International Assessment, Educational Assessment, Preservice Teacher Education, Educational Improvement, Achievement Tests, Secondary School Students, Elementary Secondary Education, Science Achievement, Mathematics Achievement, Science Tests, Mathematics Tests, Reading Achievement, Reading Tests |
| Geographic Terms: | Philippines |
| Assessment and Survey Identifiers: | Program for International Student Assessment, Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | The participation of countries in various international large-scale assessments (ILSA) is motivated by different factors. In recent years however, there has been a growing popularity and importance placed on the results of ILSA. Recognising the significance of ILSA as a valuable source of feedback for enhancing the basic education system, the Philippines, through its Department of Education, has actively engaged in participating. This discussion paper examines the current state of the Philippines in relation to ILSA and underscores the need to incorporate the findings of ILSA into the review of the preservice teacher education program. Although there is limited literature available on how ILSA should inform Philippine pre-service teacher education, existing studies suggest that the current teacher education curriculum falls short in terms of meeting the expectations of ILSA. By framing the discussion within the context of the value of ILSA as an assessment system that can provide feedback for educational improvement, it becomes evident that considering ILSA in the program design of pre-service teacher education is a recognition of its significance, despite its Western origins. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://www.iier.org.au/iier33/espinosa.pdf |
| Accession Number: | EJ1395498 |
| Database: | ERIC |
| Abstract: | The participation of countries in various international large-scale assessments (ILSA) is motivated by different factors. In recent years however, there has been a growing popularity and importance placed on the results of ILSA. Recognising the significance of ILSA as a valuable source of feedback for enhancing the basic education system, the Philippines, through its Department of Education, has actively engaged in participating. This discussion paper examines the current state of the Philippines in relation to ILSA and underscores the need to incorporate the findings of ILSA into the review of the preservice teacher education program. Although there is limited literature available on how ILSA should inform Philippine pre-service teacher education, existing studies suggest that the current teacher education curriculum falls short in terms of meeting the expectations of ILSA. By framing the discussion within the context of the value of ILSA as an assessment system that can provide feedback for educational improvement, it becomes evident that considering ILSA in the program design of pre-service teacher education is a recognition of its significance, despite its Western origins. |
|---|---|
| ISSN: | 0313-7155 1837-6290 |
