Work

School Assessment Policy, Teacher Assessment Practice and Training, and Reading Achievement: A Multi-Level Analysis of PISA 2018 Data

Year: 2026

Type: article

Abstract: Grounded in the assessment ecology framework, we examine how assessment components (school assessment policies, teacher assessment practices and training) are linked to the reading achievements of 151,969 students from 19 countries. Analyses of the 2018 PISA survey and test data yielded these results. Schools that posted assessment results for accountability, or teachers who often clarified learning goals, tracked student progress or accordingly adapted their teaching had students with higher reading scores. By contrast, schools mostly using assessment data to evaluate, teachers trained in reading comprehension assessment, or giving more feedback had students with lower reading scores. Students in richer countries or with better relationships with their teachers had higher reading scores. These findings show the complexity and interactions within assessment ecologies that shape learning outcomes.

Source: Education Sciences

DOI: 10.3390/educsci16040658

Authors: Zi Yan, Ming Ming Chiu, Jiahe Gu, Lan Yang, Ying Zhan

Institution: Education University of Hong Kong

Language: English

Topic: Educational Assessment and Improvement

Subfield: Information Systems and Management

Field: Decision Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172