scholarly journals Taiwan: Performance in the Programme for International Student Assessment

2020 ◽  
pp. 203-226
Author(s):  
Su-Wei Lin ◽  
Huey-Ing Tzou ◽  
I-Chung Lu ◽  
Pi-Hsia Hung
Keyword(s):  
Gender Gap ◽  
Education System ◽  
International Student ◽  
Cultural Beliefs ◽  
Student Assessment ◽  
Government Investment ◽  
International Student Assessment ◽  
Rural And Urban ◽  
Top Performers ◽  
Math And Science

AbstractTaiwan has, from 2006, participated in five Programme for International Student Assessment (PISA) surveys. This chapter discusses Taiwan’s performance in PISA and its implications. At first, the education system and the process of educational reform in Taiwan were described. Then Taiwan’s performances for reading, math, and science in PISA were delineated. Taiwanese students have had consistently excellent performance for math and science; its reading performance, although not as outstanding as those for math and science, has improved significantly from 2009 to 2018. The gender gap in reading, in favour of female students, has narrowed, and the gender gap in math and science has been small. Educational equity, especially between rural and urban students, has also improved from 2006 to 2018. The proportion of high performers in reading and the proportion of low performers in reading, math, and science has increased from 2006 to 2018, while the proportions of top performers in math and science have decreased. These findings are interpreted from the perspectives of cultural beliefs, changes in the education system and national assessment, government investment in the related domains, and the nature of the PISA assessment.

Gender, Parental Characteristics, and Financial Knowledge of High School Students: Evidence From Multicountry Data

2019 ◽  
Vol 30 (1) ◽  
pp. 97-109 ◽  
Author(s):  
Rebecca G. Chambers ◽  
Carlos J. Asarta ◽  
Elizabeth N. Farley-Ripple
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Gap ◽  
Financial Literacy ◽  
International Student ◽  
Student Assessment ◽  
Financial Knowledge ◽  
Literacy Assessment ◽  
School Students ◽  
International Student Assessment

This study examines the gender gap in financial literacy by using the Financial Literacy Assessment from the OECD's Programme for International Student Assessment (PISA). The analysis focuses on the influence of parents on their children's understanding of financial concepts, utilizing multilevel modeling procedures to examine variance among students, within schools, and within countries. Based on data from 18 countries, results suggest that a gender gap in financial knowledge favoring male high school students is present and that parents may influence their children's financial knowledge.

The impact of professional capital on educational excellence and equality in Estonia

2016 ◽  
Vol 1 (3) ◽  
pp. 237-252 ◽  
Author(s):  
Maie Kitsing ◽  
Alan Boyle ◽  
Hasso Kukemelk ◽  
Jaan Mikk
Keyword(s):  
Education System ◽  
International Student ◽  
Student Assessment ◽  
General Level ◽  
Content Type ◽  
Professional Capital ◽  
International Student Assessment ◽  
Wide Range ◽  
High Level ◽  
The Impact

Purpose – Estonia’s results in programme for international student assessment (PISA) studies between 2006 and 2012 showed both high-level attainment and social equity. The combination of excellence and equity makes Estonia stand out from other countries. The purpose of this paper is to explore the wide range of factors that influence Estonian students’ performance in these tests and note how professional capital fits into the overall picture. Design/methodology/approach – First the authors present a brief analysis of the outcomes in terms of the PISA results. Then the authors describe a wide range of contextual factors in Estonia such as: the country’s general level of human development; historical and cultural factors; demographics and social factors. These are the inputs to the education system. Finally the authors explore the interplay between features of the education system itself – the schooling processes – and note the impact of professional capital. Findings – The authors judge that the interplay between professional capital with other factors that work in harmony explains why the system is highly effective. This coherence is not accidental; it is the outcome of a series of deliberate reforms and investment over a single generation. Originality/value – Between 2009 and 2012 Estonia increased its share of top performers in PISA tests while, at the same time, reduced the proportion of low performers. This is commonly referred to as “raising the bar and closing the gap”. Individual schools struggle to close attainment gaps between different groups of students. Estonia is one of a very small number of countries to achieve both excellence and equality across the whole national system.

Educational Attainment and Integration of Foreign Students in Spain

2020 ◽  
Author(s):  
Sergio Andres Cabello ◽  
Joaquín Giró Miranda
Keyword(s):  
Education System ◽  
School Environment ◽  
Foreign Students ◽  
International Student ◽  
Student Assessment ◽  
Academic Failure ◽  
Immigrant Parents ◽  
International Student Assessment ◽  
Attention To Diversity ◽  
Spanish Education

Education is one of the pillars of the welfare state in Spain, and one of the main ways of reducing inequalities and, potentially, integrating members of the immigrant population. Schools serve to promote social and cultural integration of foreign students and their families. Spain, although its history as a country of immigration has been short, has been quite efficient in integrating the emigrant population, especially at school. It is important to bear in mind that schools and the school environment are the main point of encounter between families of different cultures. There were significant difficulties incorporating foreign students in schools in the first decade of this century. The importance of integration in the process of normalizing relations between immigrant families and schools has been indisputable. However, one of the main difficulties with this integration has been the poorer performance and academic achievement of foreign students in the Spanish education system. Foreign students’ performance is significantly different. For example, they achieve significantly lower grades in the different standardized tests (Programme for International Student Assessment (PISA)), e.g., and higher rates of dropout, academic failure, and grade repetition. However, it is also true that these differences are significantly smaller for second-generation students born in Spain of immigrant parents. Faced with these facts, there have been numerous theoretical analyses and research projects that have tried to determine which variables affect this situation and which of them can be attributed to immigration, excluding any other socioeconomic factors. The results and the academic attainment of foreign- and immigrant-origin students in the Spanish education system are associated with some factors attributed to immigration. One of the most important is school segregation processes and their consequences for the educational and social integration of this group. Likewise, the financial crisis that has affected public policy and the Spanish welfare system, with the resulting budget cuts in education, has conditioned compensatory measures and attention to diversity.

scholarly journals Education, Science and Technology in Mexico: Challenges for Innovation

2017 ◽  
Vol 10 (5) ◽  
pp. 115 ◽  
Author(s):  
Fernando Carlos Gómez-Merino ◽  
Libia Iris Trejo-Téllez ◽  
Maria Esther Méndez-Cadena ◽  
Aleida Selene Hernández-Cázares
Keyword(s):  
Education System ◽  
International Student ◽  
Science And Technology ◽  
Student Assessment ◽  
Innovation Process ◽  
Doctoral Degree ◽  
Current Status ◽  
National Education ◽  
International Student Assessment ◽  
Education Science

The innovation process is founded on a high-quality education system at all levels, which trains scientists and technologists capable of generating innovations. Education is the most decisive factor in human development, yet in Mexico current statistics reveal a critical situation at every educational level, as only 1 out of every 10 children entering elementary school obtains a university degree, and less than 0.01% of the population holds a doctoral degree. In addition, international tests such as the Programme for International Student Assessment (PISA) reflect the low educational performance of Mexican students in several subject areas. The deficiencies found in the national education system negatively impact innovation indicators. Although there have been major initiatives to reverse underperformance in education, science, technology and innovation (STI), the country has actually seen its global competitiveness ranking fall from 55th in 2013 to 57th in 2015, and structural reforms in education, science and technology proposed since 2012 have still not been successfully implemented. This paper analyses the current status of the education and STI systems in Mexico and sets out some strategies to improve public policies to profit from the great competitive advantages that Mexico has as an emerging economy, with about 52 million economically active people and great untapped potential if innovations policies are implemented successfully.

scholarly journals Estonia: A Positive PISA Experience

2020 ◽  
pp. 101-120
Author(s):  
Gunda Tire
Keyword(s):  
Education System ◽  
International Student ◽  
Student Assessment ◽  
Oecd Countries ◽  
Economic Cooperation ◽  
Historical Background ◽  
High Performing ◽  
International Student Assessment ◽  
League Tables ◽  
The World

AbstractAccording to Programme for International Student Assessment (PISA) run by Organization of Economic Cooperation and Development (OECD), Estonian education system stands out as a high performing system where students from different socio-economic backgrounds achieve high results. In PISA 2018 Estonian students ranked first in reading and science and third in mathematics among the OECD countries. What has Estonia done to be at the top of the PISA league tables? There are many aspects that have contributed to the success of Estonian education. The following chapter will look at the historical background, describe the factors, policies and conditions that have contributed to the current educational landscape that has attracted considerable attention from all over the world.

scholarly journals Finnish Education System and its Triumph in Pisa: Lessons to Learn for Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 479-487
Author(s):  
Sobia Altaf ◽  
Abid Shehzad ◽  
Aneela Sana Akhtar
Keyword(s):  
Education System ◽  
International Student ◽  
Educational Achievement ◽  
Student Assessment ◽  
The Other ◽  
Educational Policies ◽  
Educational Structure ◽  
International Student Assessment ◽  
Long Run ◽  
System 2

Finland has emerged as world leader in terms of educational achievement and become a symbol for school development and reforms since the first exam of Programme for International Student Assessment (PISA), a test structured for the fifteen-year-old students, in science and language literacy, on which it ranked highest among Organization for Economic Cooperation and Development (OECD) nations. The major aim of the study was 1) to review the factors behind the phenomenal success of Finnish education system, 2) what lessons possibly Pakistan could learn while considering the differences. The findings were that there were no isolated factors that have a contribution in the success of Finnish Education system rather there were numerous interrelated factors that had added strength to Finland�s successful educational structure. Moreover, the educational policies in the long run, the culture of trust and the passion of Finnish citizens for reading are the other reasons for this triumph.

scholarly journals Examining Science Achievement in Chile: A Multilevel Model Approach

2021 ◽  
Vol 7 (2) ◽  
pp. 93-116
Author(s):  
Noelia Pacheco Diaz ◽  
Louis Rocconi
Keyword(s):  
Gender Gap ◽  
Science Achievement ◽  
International Student ◽  
School Administrators ◽  
Student Assessment ◽  
Occupational Status ◽  
Value Theory ◽  
Expectancy Value ◽  
International Student Assessment ◽  
And Performance

This study employed data from the 2015 Chilean sample of the Programme for International Student Assessment to examine the factors that influence science achievement and factors that may reduce the gender gap in science achievement. Our research was guided by Eccles’ Expectancy-Value Theory, which focused on motivational factors that influence gender differences in students’ achievement choices and performance. Our results indicate that socioeconomic status (SES), motivation, enjoyment of science, expected occupational status, school SES, and class size are related to higher science achievement. Also, anxiety was negatively associated with science achievement. Implications for Chilean policymakers and school administrators to improve Chilean girls’ science achievement are discussed.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

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