Abstract
This chapter discusses the limitations of educational policy that is based on data and reports from International Large-scale Assessments (ILSAs) and ways to overcome them. Firstly, an analysis is performed on data from several ILSAs from 1963 to 2015, and correlated with cultural dimensions statistical data for the same countries. Expanding the analysis to several ILSAs for a large timeframe shows differences in success predictors from literature review. In particular, long-term orientation is a better predictor than individualism overall. Secondly, cultural factors are rarely factored as a policy aspect due to the disagreement of a definition of it. This chapter proposes the mathematical construct of magmas as defined by Castoriadis to be a suitable working tool for such definitions. Finally, the chapter proceeds to compose the above into principles for designing technological systems of educational assessment that overcome the aforementioned limitations.
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Notes
- 1.
Hereinafter these specific dimensions will be capitalised as Cultural Dimensions; in contrast, when discussing dimensions of culture in general, which may or may not be part of this framework, the lowercase cultural dimensions will be used.
- 2.
The plots are not printed here due to limitations in space and are available upon request. The same applies to descriptive statistics tables.
- 3.
Israel is the single Jewish-majority country, but it represents only \({\approx } {25}\)% of the Jewish population; Jewish people are a minority everywhere else, hence the difficulty to measure the impact of Jewish Education.
- 4.
The ensemblistic ‘part’ is ‘everywhere dense’ in natural language.
- 5.
The symbol \( \circledast \) has been used before for convolution in functional analysis; however, since \(*\) is used more commonly for it, there should be no conflict in its use.
- 6.
To give an example of the difference between infinitely many and indefinite number of, let us consider the surface of a sphere: it is not infinite, as it is limited by the physical dimensions of the sphere, but one can be indefinitely traversing its surface for ever.
- 7.
Knowledge and Content are used interchangeably in most depictions of the Triangle, and also here. The aim is to point that, in this context, Content should not be understood as a static piece of text in a book as in previous times, but could be an interactive activity on a tablet, a project in a laboratory, or an assessment. It is in this way that the more generic term Knowledge can be used instead.
- 8.
Here we take institutions to be magmas in their own right, as they cannot be reduced to their parts without loss of meaning.
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Kapros, E. (2019). Towards Addressing the Limitations of Educational Policy Based on International Large-Scale Assessment Data with Castoriadean Magmas. In: Esposito, A., Esposito, A., Jain, L. (eds) Innovations in Big Data Mining and Embedded Knowledge. Intelligent Systems Reference Library, vol 159. Springer, Cham. https://doi.org/10.1007/978-3-030-15939-9_4
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