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Knowledge of 20th century Polish history among upper secondary schools students and its out-of-school determinants

Pozaszkolne uwarunkowania wiedzy uczniów szkół ponadgimnazjalnych o historii Polski XX w.

Author(s): Michał Męziński,Tomasz Żółtak,Aleksandra Oniszczuk / Language(s): Polish / Issue: 3/2016

Keywords: sociology of education; upper secondary school; school selection; knowledge of history; 20th century Polish history; attitudes towards history; student achievement

The aim of this article is to present the problem of differences in the level of knowledge of 20th century Polish history among students of upper secondary schools. The article begins with a theoretical and methodological context, followed by an analysis of the level of knowledge depending on students’ characteristics. Analyses were conducted according to two-level linear regression models based on data retrieved from a representative (of the population of second year upper secondary school students) survey on attitudes towards 20th century Polish history. Considerable differences were observed in the level of knowledge depending on the type of school and gender. To provide a wider context for the interpretation of these differences, additional factors – such as family, school and individual characteristics (potential interest in history and intensity of attitudes towards history) – were taken into consideration. The control of these additional factors, particularly the intensity of attitudes, reduced the effect of school type and gender, however, they still remained significant.

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“Reading does not bite, but…” – secondary school pupil attitudes to literature

„Czytanie nie gryzie, ale…” Postawy gimnazjalistów wobec literatury

Author(s): Anna Janus-Sitarz / Language(s): Polish / Issue: 1/2015

Keywords: didactics of literature; Polish language didactics

The article is drawn from interviews and a questionnaire survey conducted on lower secondary school pupils, their teachers, parents and librarians and from analysis of student essays on reading. It attempts to answer a few pivotal questions: What kind of attitudes are reported by lowe secondary school pupils to compulsory and non-compulsory literature, and what conditions those attitudes? What are the differences between the reading attitudes of boys and girls? What is the role of the internet in developing readership? What information useful for teachers to motivate pupils to read literature can be found in the students’ essays on perception of reading? Results point to the opportunity for a break-through for Polish language teachers to attract young people, particularly boys, to reading, by looking for new approaches to motivation which respect the needs and pragmatism of their generation and their familiarity with interaction.

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Evaluation of the usefulness of The Adult Reading History Questionnaire for identification of familial risk of dyslexia in Poland

Ocena przydatności kwestionariusza Adult Reading History Questionnaire do diagnozy rodzinnego ryzyka dysleksji w Polsce

Author(s): Katarzyna Maria Bogdanowicz,Katarzyna Wiejak,Grażyna Krasowicz-Kupis,Natalia Gawron / Language(s): Polish / Issue: 1/2015

Keywords: clinical psychology; questionnaire; adaptation; ARHQ; identification; dyslexia; familial risk of dyslexia

This article presents the Polish adaptation of the Adult Reading History Questionnaire (ARHQ) created by Dianne Lefly and Bruce Pennington. ARHQ is used to identify risk of familial dyslexia, entailing formal interview of the parent of a child considered at risk for specific reading and spelling disorders. Its questions primarily address adult function. The article describes a pilot study conducted on 313 parents of 214 children. Analysis was performed to evaluate selected aspects of the validity and reliability of the Polish ARHQ adaptation, and to prepare the final version for normalisation. The results favourably demonstrated the validity of the ARHQ-PL tool. This was confirmed by correlation with the assessed reading, writing and phonological ability scores achieved by the children of parents tested. The reliability of the Polish version of the questionnaire was also good. The results so far indicate that the adapted questionnaire may, after normalisation, prove to be a useful tool for the diagnosis of familial risk of dyslexia in Poland.

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Significance of student age variance in estimating value added measures for Polish lower secondary schools

Wpływ zróżnicowania wieku uczniów na szacowanie gimnazjalnych wskaźników edukacyjnej wartości dodanej

Author(s): Aleksandra Jasińska-Maciążek / Language(s): Polish / Issue: 2/2015

Keywords: educational value added; EVA validity; birthday effect; age effects; early school entry; delayed school entry; grade retention; gains in school achievements

Research shows that there are at least four age related factors correlated with the level of school achievement and improvement: month of birth, early or delayed school entry and grade retention. Educational value added (EVA) measures are used in the evaluation of school effectiveness. They are estimated from relative increases in achievement. However, Polish EVA models do not include pupil age, which may bias the indicators calculated. The article presents findings from a study estimating the magnitude of this bias for Polish lower secondary schools over the four years (2010–2013). The results demonstrated that inclusion of pupil age only slightly changed EVA estimates. Bias caused by omission of age over recent years seemed, therefore, rather minor.

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TOS3 school achievement tests – a set of three tests developed using the Rasch measurement model

Testy osiągnięć szkolnych TOS3: przykład narzędzia skonstruowanego z wykorzystaniem modelu Rascha

Author(s): Aleksandra Jasińska-Maciążek,Michał Modzelewski / Language(s): Polish / Issue: 2/2014

Keywords: educational measurement; school achievement measurement; psychometrics; IRT; Rasch model; test development; reliability; validity; TOS3

Lack of detailed documentation on the majority of achievements tests used in schools in Poland has been a barrier to adequately establish their validity. This has presented an impediment to the development of such tests in Poland. The article contains the description of a set of three standardised school achievement tests, TOS3, which were used in two separate studies. The TOS3 tests were designed to measure school achievement in language (Polish) and mathematics after the first three years of school. The article describes the development of the tests using the Rasch measurement model (a special case of the 1PL IRT model). The validity and reliability of the TOS3 tests is also documented, based on the results of the two representative studies (N > 5000). The article describes the benefits of a choice of a measurement model at the stage of test development. The described methodology of TOS3 tests development may be of value to creators of future achievement tests in Poland.

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Inequity in a decentralised education system – evidence from Poland

Inequity in a decentralised education system – evidence from Poland

Author(s): Mikołaj Herbst,Anna Wojciuk / Language(s): English / Issue: 6/2014

Keywords: decentralisation of education; local government; inequality; teaching time; teacher wage

Decentralisation of education is associated with risk of increased spatial inequality in terms of inputs and the quality of service, as with other public services. Most countries attempt to prevent inequality both through establishment of national standards for educational services and the redistribution of financial resources to neutralise the effect of uneven local tax bases. This study investigates the effectiveness of these measures in Poland. Using panel data at a municipal level, it was shown that, despite the various compensatory instruments employed by central government, the local tax base significantly influences local spending on lower secondary schools. Average teaching time and additional services offered to students were compared between the most affluent and the poorest Polish gminas (municipalities). The findings indicated that teaching time did not vary significantly according to prosperity. Also, there was no significant difference in the mean teacher hourly wage. However, more affluent and poorer municipalities differed with respect to individual support and additional services offered to students.

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Educational and occupational progression – following graduates from the University of Warsaw

Educational and occupational progression – following graduates from the University of Warsaw

Author(s): Marek Bożykowski,Albert Izdebski,Mikołaj Jasiński,Joanna Konieczna-Sałamatin,Marek Styczeń,Tomasz Zając / Language(s): English / Issue: 6/2014

Keywords: graduate outcomes; panel survey; qualitative research; administrative registers; University of Warsaw; Social Insurance Institution

The paper presents a methodology for the study of outcomes following graduation. The methodology allows a comprehensive evaluation of graduate educational and career progression by analysis of multiple sources: administrative data, panel surveys and qualitative research. These sources are integral to the research framework created for the study Monitoring the fate of university graduates outcomes using administrative data from Social Insurance Institution records. The system offers low cost employment monitoring of graduates. The application of information from administrative records to social research is of particular interest. The approach, commonly used in Scandinavian countries, is new to Poland. The methodology is demonstrated by following the employment and further study of University of Warsaw graduates.

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Application of composite indicators and nonparametric methods to evaluate and improve the efficiency of the technical universities

Application of composite indicators and nonparametric methods to evaluate and improve the efficiency of the technical universities

Author(s): Andrzej Szuwarzyński,Bartosz Julkowski / Language(s): English / Issue: 6/2014

Keywords: economics of education; Data Envelopment Analysis; composite indicators; efficiency; technical universities

Publicly funded universities, like commercial organizations are obliged to ensure their efficiency This article presents a model to measure and assess the relative efficiency of technical universities. The analysis was performed using publically available data from 2011 for 18 universities using the Composite indicators method and the SBM Data Envelopment Analysis model. Fourteen indicators for efficiency were defined in the five areas of the university performance: research, teaching, scientific staff development, quality of teaching processes and public funding. inefficient units were identified, based on their calculated efficiency scores and the directions for change to allow them to reach greater efficiency were suggested. Methods used to assess efficiency allowed the combined effect of all relevant factors to be taken into account which described the basic operations of the university.

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External return to education in Europe

External return to education in Europe

Author(s): Paweł Strawiński / Language(s): English / Issue: 6/2014

Keywords: return to education; private returns; external returns; social returns

In the literature, social return to education is defined as the sum of human capital return and external return. The novelty of this study is that it provides an international comparison of external return to education. Many authors claim that the social return rate exceeds the pure technical rate of return by a considerable margin. However, measurement of social return is challenged methodologically and by data problems. The approach employed in this study is based on comparative advantage theory which allows control for potential endogeneity and self-selection into different streams of education. External return was found to be positive in all European countries although magnitudes varied. The external return was greater in smaller economies where there was a smaller proportion of highly educated people.

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Linguistic validation of the examination papers of third class lower-secondary school students

Ocena poprawności językowej prac egzaminacyjnych uczniów III klasy gimnazjum: wewnętrznojęzykowe przyczyny trudności w ocenie, wyniki zastosowania skali egzaminacyjnej, zalecenia dla systemu egzaminacyjnego

Author(s): Joanna Dobkowska,Agata Hącia / Language(s): Polish / Issue: 2/2012

Keywords: linguistic accuracy; linguistic error; assessment; essay; Polish language; lower secondary school exam

The article is based on students’ compositions from the Lower Secondary School Students Competence Assessment 2011 and discusses the sources of problems in assessing the linguistic accuracy of students’ written work. The reasons are both strictly linguistic in nature (e.g. it not always being clear how to classify certain textual phenomena) and extralinguistic (e.g. different examiners inconsistently evaluate the same errors). Examiners’ decisions are important in the lower secondary school examination as a quantitative scale is used to determine students’ final scores according to the number of errors identified by the examiner. The analysis presented demonstrates the unreliability of this approach. To mollify this situation, we should conduct teacher support activities and modify the method of evaluating linguistic aspects of students’ work in the public examination system.

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Results of the 2002–2010 lower secondary school leaving exams on a common scale

Wyniki egzaminu gimnazjalnego 2002–2010 na wspólnej skali

Author(s): Hanryk Szaleniec,Magdalena Grudniewska,Bartosz Kondratek,Filip Kulon,Artur Pokropek / Language(s): Polish / Issue: 3/2012

Keywords: lower secondary school exam; test equating; IRT; PISA

The article presents the methodology and results of a survey on equating the lower secondary school examinations from 2002–2010. The survey was carried out by the Student Performance Analysis Unit at the Educational Research Institute. More than 10 000 students were selected for the equating study and information about more than 500 items was used. IRT models were used for equating exams, the results were presented on a latent variable scale and the observed score scale. Using this procedure, it was possible to isolate random difficulty variation between exam papers from specific years and present changes in ability level of students taking the exam. Based on the results, the level of humanities abilities of lower secondary school leavers was stable, whilst maths and science demonstrated a downward trend. Equating was validated by comparison with the results of the international PISA survey. Results for the arts and humanities were consistent with the PISA results for reading literacy. Maths and science, as compared with the PISA survey maths section demonstrated greater divergence.

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Test equating. Definitions and examples of applications

Zrównywanie wyników testowania. Definicje i przykłady zastosowania

Author(s): Artur Pokropek,Bartosz Kondratek / Language(s): Polish / Issue: 4/2012

Keywords: test equating; equating designs; ability assessment

Long established testing systems as well as most modern testing systems employ mechanisms to allow equating of scores from different testing sessions in order to control for differences in test difficulty. This article introduces a detailed definition of the term test equating together with an overview of main equating designs. In order to illustrate the basic trends in applying the methodology of test equating, 11 testing systems from around the world that use equating are presented. Each test is briefly described with special attention paid to the mechanisms for equating that are employed. The testing systems overview is divided into three sections depending on the test system characteristics, high stakes examination systems (SAT, ACT, PET, SweSAT), international evaluation studies (TIMMS, PIRLS, PISA) and national evaluation studies (NAEP, EQAO, NAPLAN, NABC).

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Comparison of Mantel–Haenszel test with IRT procedures for DIF detection and effect size estimation for dichotomous items

Test Mantela–Haenszela oraz modelowanie IRT jako narzędzia wykrywania DIF i opisu jego wielkości na przykładzie zadań ocenianych dychotomicznie

Author(s): Bartosz Kondratek,Magdalena Grudniewska / Language(s): Polish / Issue: 2/2013

Keywords: differential item functioning; Mantel–Haenszel test; item response theory

The article compares two methods used to detect differential item functioning (DIF) of dichotomously scored items: a nonparametric solution based on the Mantel–Haenszel procedure (MH) and a parametric IRT approach with a likelihood ratio test. A Monte Carlo experiment was performed in order to evaluate performance of both statistics in various conditions of DIF uniformity. Results confirmed the theoretical prediction that the MH test has greater statistical power in detecting uniform DIF than the likelihood ratio test and less power than the LR test in cases of non-uniform DIF. Apart of examining statistical power of the test, specific measures of DIF effect size were compared: MH D–DIF and three measures of P–DIF expressed on the item easiness scale.

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Is it possible to test Polish language examiners’ knowledge of spelling and punctuation?

Czy można sprawdzić wiedzę egzaminatorów języka polskiego dotyczącą ortografii i interpunkcji?

Author(s): Agata Hącia / Language(s): Polish / Issue: 2/2013

Keywords: spelling; punctuation; teaching the Polish language; Polish language competence examiners

This article is first of three describing a study of a group of 60 Polish language examiners working for a regional examination committee. The study concerned familiarity with chosen principles of the Polish language and methods to assess the language skills of middle school students based on their written work. The study revealed that examiners knowledge of the rules of spelling and punctuation was not satisfactory. Owing to the large scale of the problem and since students depend on teachers’ competence in these skills to pass examinations, there is a need to take remedial action requiring cooperation at school and university levels.

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Estimating teacher effect using hierarchical linear modelling

Szacowanie efektu nauczyciela na osiągnięcia edukacyjne uczniów z wykorzystaniem hierarchicznego modelowania liniowego

Author(s): Maciej Koniewski / Language(s): Polish / Issue: 3/2013

Keywords: sociology of education; teacher effect; school determinants of student achievement; hierarchical models; HLM

This paper reports a study addressing how teacher effectiveness influences student outcomes in Polish Lower Secondary schools. Data from a Polish nationwide lower secondary school study were analysed. Data included 3883 pupils in 246 classes, in 137 schools with 202 maths teachers and 4119 pupils in 260 classes, in 143 schools with 215 language teachers. Variance of exam scores explained by teacher effect was 12% (maths) and 8% (language skills). Controlling for prior achievement, intelligence and student family background, teacher effects were 5% (maths) and 4% (language skills). Until now there has been no consensus about which teacher characteristics could explain variance in their effectiveness. The scale of “teacher authority/classroom management” explains 91% of exam scores in maths and 81% in language skills, when controlling for prior student achievement, intelligence, student family background and school location.

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IRT and educational measurement

IRT i pomiar edukacyjny

Author(s): Bartosz Kondratek,Artur Pokropek / Language(s): Polish / Issue: 4/2013

Keywords: IRT; scaling; complex research designs; linking and equating; adaptive testing; item mapping

Item response theory (IRT) is a family of statistical tools used to model relationships between item response and student ability. IRT models achieve this by parameterisation of item properties and distribution of the ability variable among students. This article presents a general introduction to the unidimensional IRT model, the most commonly used for dichotomously scored items (1PLM, 2PLM, 3PLM). Polytomously scored items and student ability estimation are also described. This article aims at introducing the reader to the technical aspects of IRT modelling in educational measurement and presents a range of practical applications. The article describes the analysis of complex research designs, test linking and equating, adaptive testing and item mapping as examples.

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Do examiners know the basic Polish language syntax rules?

Czy egzaminatorzy języka polskiego znają podstawy normy składniowej polszczyzny?

Author(s): Agata Hącia / Language(s): Polish / Issue: 4/2013

Keywords: syntax; semantics; teaching the Polish language; language competences

This paper presents research assessing examiners’ knowledge of selected rules of syntax and semantic correctness in the Polish language. About half the examiners demonstrated knowledge of the set of rules, but about 15% completely failed to score on the syntax exercise (in regard of this research). The replies of one third of respondents did not allow unequivocal assessment of their level of syntactic competence. The results of the research tasks indicated that examiners of the Polish language often follow their intuition in decisions about language correctness (in the same way as ordinary language users), rather than using codified knowledge of standards or knowledge of the theoretical background.

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Review of research on school-related and individual factors of foreign languages teaching and learning effectiveness

Przegląd badań nad szkolnymi i pozaszkolnymi uwarunkowaniami nauczania języków obcych

Author(s): Marek Muszyński,Agata Gajewska-Dyszkiewicz,Katarzyna Paczuska,Magdalena Szpotowicz / Language(s): Polish / Issue: 4/2016

Keywords: foreign language teaching and learning; English as a foreign language; education; educational effectiveness research; foreign languages at school; language aptitude; second language acquisition

Many variables are related to success in foreign language teaching and learning. School characteristics as well as pupils' individual traits are both analysed in this paradigm. Yet, research results are often ambiguous. The aim of the article is to review the research on the efectiveness of foreign language teaching and learning. Special attention is devoted to school-related characteristics, as research on this topic is often less accessible than on individual characteristics. The results of the analyses points to techaer pre- and in-service training as one of the essential factors enhancing educational effectiveness.

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Jean Piaget’s constructivism and the number sense theory vs mathematics education

Konstruktywizm Jeana Piageta i koncepcja zmysłu liczby a edukacja matematyczna

Author(s): Monika Szczygieł / Language(s): Polish / Issue: 1/2017

Keywords: educational psychology; mathematics education; concept of numbers; Piaget’s theory; number sense theory

Piaget’s claim that the cognitive development of a child is the basis for acquiring and developing the concept of numbers as well as the ability to work with numbers, had a huge impact on the methods of teaching mathematics in Poland and the world. Since the appearance of research results indicating the existence of a biological basis for the ability to work with numbers, the Piaget’s theory has been widely criticized by representatives of cognitive neuropsychology. The evidence that there is an innate foundation for the formation and development of numerical representation, independent of language and education, has influenced the manner of constructing educational curricula and methodological recommendations in Western Europe and the United States. Although the discussion on the possibility of children acquiring and developing number sense has been ongoing for many years, it is still difficult to point to a conclusive resolution of this issue. The aim of this paper is to present a critical analysis of the two theoretical concepts and recommendations for educational practice, formulated within their frameworks.

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