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

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

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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„Dzieci szarej strefy” – aktualizacja stanu wiedzy dotyczącej funkcjonowania psychospołecznego uczniów z inteligencją niższą niż przeciętna

Author(s): Anna Jankowska,Marta Bogdanowicz,Marta Łockiewicz / Language(s): Polish / Issue: 1/2013

Borderline intelligence is the level of intellectual ability located between -1.01 and - 2.00 standard deviations, i.e. between the average level and intellectual disability. People with borderline intellectual function constitute one of the most neglected groups, both in education as well as the social system. Despite the fact that these individuals represent a significant portion of our society (14% of the population), their problems remain ignored or overlooked. The aim of this paper is to deepen the reader's knowledge about the problems experienced by children and adolescents with borderline intelligence in their cognitive and psychosocial functioning and the contribution of recent international research to this field.

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Ścieżki edukacyjne i zawodowe absolwentów Uniwersytetu Warszawskiego

Author(s): Marek Bożykowski,Albert Izdebski,Mikołaj Jasiński,Joanna Konieczna-Sałamatin,Marek Styczeń,Tomasz Zając / Language(s): Polish / Issue: 3/2014

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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Zrównanie ekwicentylowe na tle innych metod zrównywania na przykładzie sprawdzianu i egzaminu gimnazjalnego

Author(s): Tymoteusz Wołodźko,Bartosz Kondratek,Hanryk Szaleniec / Language(s): Polish / Issue: 3/2014

The results of equating three exams are presented: (a) primary school exam, (b) lower secondary school mathematics and science exam and (c) the lower secondary school humanities exam from 2002 to 2012 in a study conducted by the Educational Research Institute. During survey session conducted from 2011 to 2014 students from a representative sample of Polish schools took tests containing real items from primary and lower secondary school exams in conditions intended to mirror real exams. The data were used to estimate the equating functions used for real exam scores. Equipercentile equating, linear equating and item response theory based equating methods gave comparable results. The results were discussed in the context of planning for the equating of tests.

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Zrównywanie wyników testowania. Definicje i przykłady zastosowania

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

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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Zróżnicowane funkcjonowanie zadań testowych ze względu na wersję testu

Author(s): Maciej Koniewski,Przemysław Majkut,Paulina Skórska / Language(s): Polish / Issue: 1/2014

Differential item functioning (DIF) between different forms of test booklets was analysed. Both test forms shared the same items and only the sequence of options for the multiple choice items differed. Analysis was performed on 2013 data from two forms, A and B of “The history and civic studies” test administered in lower secondary schools in the Lubelskie, Malopolskie and Podkarpackie Voivodeships (n = 81 545). To detect DIF, the Mantel–Haenshel test, logistic regression and standardisation were used. Methods for DIF visualisation were demonstrated. Results indicated meaningful differences in item functioning between test forms, especially with a repeat letter pattern of answer keys on items bundled in testlet when correctly answered, e.g. A, A, A. Such a pattern is named an ‘anti-pattern’, because test takers may consider such a response pattern unlikely and in consequence answer incorrectly. Findings from this study should provide important guidelines for test development.

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Zróżnicowanie środowiskowe a wyniki edukacyjne gimnazjów wiejskich: studia przypadków w ujęciu dynamicznym

Author(s): Jarosław Domalewski / Language(s): Polish / Issue: 4/2015

This article analyses the significance of the environment for the functioning of rural lower secondary schools in connection with educational achievements and the future educational plans of youth living in rural areas. This issue is discussed from the perspective of the changes occurring in Poland. Two levels of analysis were performed: dynamic (comparing results from 2002 and 2011) and environmental (an analysis of data from studies on rural lower secondary schools found in developmentally diverse types of communes: suburban, post-state farm and agricultural). The results showed that both educational skills as well as the educational plans and aspirations of rural lower secondary school pupils are to a great extent independent of environmental conditionings. The high results attained by lower secondary schools in their functioning was found to be their long-term achievement, especially in agricultural communes.

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Zróżnicowanie umiejętności początkowych w klasie pierwszej a efekt względnego wieku w klasie trzeciej

Author(s): Krzysztof Konarzewski / Language(s): Polish / Issue: 2/2015

The paper aims at the verification of two hypotheses. The first states that differentiation of initial grade 1 pupil skills is negatively correlated with age at entry to school. This was tested according to findings from the IBE study Six and seven year olds at the start of school. The variation of reading and writing scores of 1164 pupils aged 5.9–7.9 who were beginning grade 1 decreased in subsequent age quartiles. The second hypothesis – that classroom differentiation of pupils’ initial skills in grade 1 is positively correlated with the birthdate effect in grade 3 – was carried on data of 4838 pupils from 254 classrooms drawn from the PIRLS and TIMSS 2011 study in Poland. Skills were evaluated on the basis of parental reports. Hierarchical linear analysis (gender, SES and school location controlled) showed that the greater the differentiation of language skills in grade 1, the greater the birthdate effect in mathematics in grade 3. This result suggests that school entry age is of lesser importance than the methods used to reduce differences in children’s school readiness at the onset of education.

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Związek wyników egzaminu maturalnego z pochodzeniem społecznym i regułami merytokracji

Author(s): Henryk Domański / Language(s): Polish / Issue: 3/2017

This paper extends debate on educational inequalities in Poland. Drawing on the longitudinal study based on pupils born in 1992–1993 I investigate effect of social origin and cognitive skills on student’s performance in matura. Evidence suggests that students from advantaged backgrounds receive higher marks as compared to students originating from the lower classes which may be regarded as reproduction of educational inequalities. At the same time student performance is much more affected by cognitive skills that may indicate substantial role of meritocracy. In addition, it shows that student performance is linked with quality of secondary schools related to learning facilities, proper guidance, relevant curricula, etc. Students attending more effective schools are more likely to perform better regardless of social origin and cognitive skills.

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Związki heterofilii płciowej z pozycją socjometryczną i cechami sieci rówieśniczej w trzeciej klasie szkoły podstawowej

Author(s): Paweł Grygiel,Grzegorz Humenny / Language(s): Polish / Issue: 3/2017

In this study – based on a Polish nationwide, representative sample of third grade primary school pupils – we analysed the relationships between position within the peer network, its structural features (cohesion, hierarchy) and preferences for heterophily (PH), i.e. the frequency of choosing children of the other sex as liked. The analysis used two-part multi-level modelling. The results indicate that: (1) PH is relatively rare; (2) girls have a slightly higher PH level than boys; (3) PH is associated with a low position within peer networks among boys but not among girls; (4) the impact of network density and centralization (network measures at the class level) on PH is not consistent as it varies depending on whether the occurrence or intensity of PH is taken into account and it additionally differs for boys and girls. The article discusses potential changes in the functions performed by PH during primary school.

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