出刊年月/Date of Publishing

2013.12

所屬卷期/Vol. & No.   第43卷第4期 Vol. 43, No. 4

類型/Type                 研究論文 Research Article

篇名/Title
Some Methodological Issues in Cross-National Educational Research—Quality and Equity in Student Achievement
跨國教育研究中一些方法上的問題：學生學習表現的優與均

作者/Author
羅伯特．豪瑟 Robert M. Hauser

頁碼/Pagination
pp. 709-752

摘要
本文探討在跨國資料中如何測量、分析及詮釋學生家庭社經背景與科學表現之間的關係，並針對2006年PISA所提出的研究報告做評論。PISA是由OECD所執行的一項跨國學生學習評量。OECD對於PISA評量結果所做的分析與詮釋言過其詞，對於學生科學成就與家庭背景之間的關係在學校之內或在學校之間的展現，和其跨國之間的差異，做過度的政策性解釋。PISA的家庭社經地位量表並沒有可詮釋的度量單位，也無法做嚴謹的跨國與跨年比較。OECD的分析未能辨別家庭社經地位量表裡各指標的獨立效果，也無法區辨這些效果在不同國家或在不同學科上的差異。OECD的分析沒有嘗試克服不同國家家庭社經背景資料的信度高低有所差異的問題，也未曾說明國與國之間在家庭社經地位差異程度上有顯著差別這其中的意涵。OCED過於粗略的分析導致我們無法正確評斷國與國之間在學生學習表現上的差異與造成這些差異的原因，為了使深富研究價值的PISA資料得到更完善的分析，本文提供一些實質建議。

Abstract
This article offers a critical review of measurement, analysis, and interpretation of international comparative data on socio-economic status and science achievement, as reported in the 2006 round of PISA, the Programme for International Student Assessment carried out by OECD, the Organization for Economic Cooperation and Development. The OECD analysis overreaches by offering highly specific policy-related interpretations of correlations among socio-economic status and science achievement within and between schools among the large number of nations participating in PISA. The PISA measure of socio-economic status has no interpretable metric, and it is not strictly comparable across nations or years. The OECD analysis failed to identify independent effects of the components of socio-economic status or differences in those effects among nations or among areas of academic achievement. There were notable failures to identify and compensate for international differences in the reliability of the socio-economic data and to address the implications of international differences in the variability of socio-economic status. A primitive analysis of socio-economic effects on academic achievement, on between- and within-school differences in achievement, and differences in those effects among nations led to unwarranted inferences about national differences in academic achievement and factors affecting those differences. The article offers practical suggestions about ways to improve the analysis of the highly valuable PISA data.

關鍵字/Key Word
學業成就、情境效應、國際學生能力評量計畫、學校效應、社經地位
academic achievement, contextual effects, Programme for International Student Assessment, school effects, socio-economic status

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DOI
https://doi.org/10.7015/JEAS.201312_43(4).0001

學門分類/Subject
社會學 Sociology