Pre-service teachers’ attitudes and knowledge of international large-scale assessments and their role in school quality assurance

Podgornik, Vesna (avtor), Matjašič, Miha (avtor), Vošnjak, Matej (avtor), Vogrinc, Janez (avtor)

International large-scale assessments such as PISA, TIMSS, PIRLS, and TALIS are among the most important tools available to policymakers and educational stakeholders for informing evidence-based decision-making in quality assurance processes. However,little is known about how pre-service teachers understand and evaluate the usefulness of this research. This study investigated preservice teachers' attitudes towards the role of international large-scale assessments in quality assurance processes, as well as their factual knowledge in this field. We conducted a web-based survey of 85 master’s students, which included an attitude scale and a knowledge test. The results showed that participants generally expressed positive attitudes towards using international large-scale assessment results in quality processes, but their factual knowledge was low. Furthermore, we found that factual knowledge did not differ significantly between students with very positive and those with less positive attitudes, as the Mann–Whitney test was not statistically significant (p = .186) and the effect size was small (r = .16; PS = .582). These findings indicate a gap between endorsement of international large-scale assessments and the knowledge required for informed use, suggesting that initial teacher education should integrate compulsory, practice-oriented international large-scale assessment literacy (e.g., interpreting national reports, subgroup gaps, and translating results into lesson planning and school self-evaluation).

• Jezik: Angleški jezik
• Ključne besede: international large-scale assessments, PISA, pre-service teachers, school quality assurance, teacher education
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2026
• Št. strani: Str. 603-616
• Številčenje: Vol. 15, iss. 2
• PID: 20.500.12556/RUL-179668
• UDK: 37.011.3-051
• ISSN pri članku: 2165-8714
• DOI: 10.12973/eu-jer.15.2.603
• COBISS.SI-ID: 268919555
• Datum objave v RUL: 19.02.2026

Gradivo je del revije

• Naslov: European journal of educational research
• Založnik: Eurasian Society of Educational Research
• ISSN: 2165-8714
• COBISS.SI-ID: 19227400

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: bodoči učitelji, stališča, znanje, mednarodna ocenjevalna lestica, zagotavljanje kakovosti, izobraževanje učiteljev

Projekti

• Financer: ARIS - Javna agencija za znanstvenoraziskovalno in inovacijsko dejavnost Republike Slovenije
• Številka projekta: P5-0451
• Naslov: Strategije vzgoje in izobraževanja za trajnostni razvoj ob uporabi inovativnih na učečega osredinjenih izobraževalnih pristopov