PISA和NAPLAN等国际标准化测试在评估澳大利亚土著学生学业表现时存在重大局限。根据PISA测试数据，土著学生在科学、阅读和数学方面分别落后非土著学生72分、76分和74分1。然而，这类测试未能反映教育进步的全面情况。2024年由Peter Anderson领导的研究发现，当土著学生与起点相同的土著同学进行纵向对比时，部分学校和教育系统取得了真实、持续的进步1。
参加最新PISA测试的土著学生中，80%来自最低两个社会经济阶层，其中一半来自最低阶层1。这一社会经济背景差异是理解测试成绩差距的关键背景。根据2022年Anderson等人综合51项研究的发现，澳大利亚学校普遍存在"教师准备不足、课程准备不足、学校文化准备不足"的现象1。专家建议采用《联合国土著人权利宣言》第14、15、21条所规定的教育权利条款作为评估标准，而非仅依赖成绩差距对比1。澳大利亚于2009年4月正式认可该宣言1。
Standardized assessments like PISA and NAPLAN fail to capture the real progress Indigenous Australian students are making, according to recent educational research. PISA testing reveals significant achievement gaps, with Indigenous students scoring 72 points lower in science, 76 points lower in reading, and 74 points lower in mathematics compared to non-Indigenous peers.1 However, a 2024 study led by Peter Anderson found that when Indigenous students are compared with Indigenous peers of similar starting points, some schools are achieving genuine and sustained progress.1
The disparities identified by these major tests reflect structural inequities rather than student capability. Eighty percent of Indigenous students who participated in the latest PISA assessment came from the two lowest socioeconomic bands, with half from the very lowest tier.1 A 2022 synthesis of 51 studies by Anderson and colleagues identified systemic challenges across Australian schools, including insufficient teacher preparation, inadequate curriculum design, and school cultures that are not sufficiently prepared to support Indigenous learners.1 Researchers argue that assessment frameworks should be grounded in the United Nations Declaration on the Rights of Indigenous Peoples, which Australia formally endorsed in April 2009, particularly provisions addressing educational rights outlined in Articles 14, 15, and 21 of the declaration.1
评论
还没有评论，欢迎留下第一条。