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Advisor(s)
Abstract(s)
Nas últimas décadas a avaliação em larga escala adquiriu uma grande importância no âmbito
educacional. Os estudos internacionais desenvolvidos a partir de questionários são cada vez
mais numerosos e abrangem diferentes domínios. Portugal tem vindo a participar em vários
desses estudos, permitindo obter informações sobre o sistema educativo e o contexto
socioeconómico das famílias e pessoais dos alunos. Esses dados permitem influenciar na
definição e implementação de políticas educacionais. Neste artigo apresentamos uma análise
sobre três estudos internacionais no âmbito da educação, em que Portugal participa: Trends in
International Mathematics and Science Study (TIMSS), o Progress in International Reading
Literacy Study (PIRLS) e o International Compute rand Information Literacy Study (ICILS),
conduzido pela International Association for the Evaluation of Educational Achievement (IEA).
Procuramos analisar os resultados gerais de Portugal, recorremos a uma metodologia
interpretativa, com base na análise dos relatórios e bases de dados produzidos(as) por diferentes
organizações, nomeadamente a IEA. Apesar das diferentes oscilações, nos diferentes ciclos dos
estudos, os alunos portugueses têm vindo a apresentar resultados positivos
In the last few decades, the large-scale evaluation has acquired an importance in the educational field. International studies developed from surveys are increasingly numerous and cover different domains. Portugal has been participating in several studies, allowing to obtain information about the educational system and the socioeconomic context of the families and students. These data are reflected in the definition and implementation of educational policies. In this article we present an analysis of three international studies in the field of education, in which Portugal participates: Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and the International Computer and Information Literacy Study (ICILS), carried out by International Association for the Evaluation of Educational Achievement (IEA). In this article we present an analysis of the general results of Portugal and we use an interpretative methodology, based on the analysis of reports and databases produced by different organizations, and undertaken by IEA. Despite the different fluctuations, in the different study cycles, Portuguese students have been showing positive results
In the last few decades, the large-scale evaluation has acquired an importance in the educational field. International studies developed from surveys are increasingly numerous and cover different domains. Portugal has been participating in several studies, allowing to obtain information about the educational system and the socioeconomic context of the families and students. These data are reflected in the definition and implementation of educational policies. In this article we present an analysis of three international studies in the field of education, in which Portugal participates: Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and the International Computer and Information Literacy Study (ICILS), carried out by International Association for the Evaluation of Educational Achievement (IEA). In this article we present an analysis of the general results of Portugal and we use an interpretative methodology, based on the analysis of reports and databases produced by different organizations, and undertaken by IEA. Despite the different fluctuations, in the different study cycles, Portuguese students have been showing positive results
Description
Keywords
Avaliação Educação TIMSS PIRLS ICILS
Citation
Rosa, Vítor (2021). Avaliação internacional em larga escala: a participação de Portugal no TIMSS, PIRLS e ICILS. EduSer: Revista de Educação. ISSN 1645-4774. 13:1, p. 23-40
Publisher
Instituto Politécnico de Bragança