Teacher Behaviours Explaining Turkish and Dutch Students’ Mathematic Achievements

2017 ◽  
Vol 6 (2) ◽  
pp. 174
Author(s):  
Seher Yalcın
Keyword(s):  
The Netherlands ◽  
Formative Assessment ◽  
Student Performance ◽  
International Student ◽  
Latent Class ◽  
Student Assessment ◽  
Teacher Behavior ◽  
Student Orientation ◽  
International Student Assessment ◽  
High Level

The purpose of this study was to examine the differences between Turkish and Dutch students’ mathematics achievement and to examine the predictive level of teacher behaviours for student performance. The participants were 3210 students and principals from 168 schools in Turkey and 2541 students and principals from 156 schools in the Netherlands, who attended the Program for International Student Assessment in 2012. According to the results of the multilevel latent class and three-step analyses, for both countries, teacher behavior related to student orientation, teacher focus on student achievement and formative assessment predicted the mathematical achievement. It is seen that a high level of teacher behavior related to student orientation and formative assessment plays an important role in schools’ achievement at very low, low, and low-medium levels for Turkey and at medium and medium-high levels for the Netherlands. Furthermore, it was determined that the students who had low- or medium-level achievement were more affected by teacher characteristics/behaviours.

scholarly journals Assessment Background: What PISA Measures and How

2020 ◽  
pp. 249-263
Author(s):  
Luisa Araújo ◽  
Patrícia Costa ◽  
Nuno Crato
Keyword(s):  
Student Performance ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Short Description ◽  
School Characteristics ◽  
Technical Aspects ◽  
Performance Levels ◽  
International Student Assessment ◽  
Large Scale Assessments

AbstractThis chapter provides a short description of what the Programme for International Student Assessment (PISA) measures and how it measures it. First, it details the concepts associated with the measurement of student performance and the concepts associated with capturing student and school characteristics and explains how they compare with some other International Large-Scale Assessments (ILSA). Second, it provides information on the assessment of reading, the main domain in PISA 2018. Third, it provides information on the technical aspects of the measurements in PISA. Lastly, it offers specific examples of PISA 2018 cognitive items, corresponding domains (mathematics, science, and reading), and related performance levels.

Media neglect of Indigenous student performance in the Programme for International Student Assessment (PISA) 2001–2015

2019 ◽  
pp. 1-11
Author(s):  
Edward Rock Davis ◽  
Rachel Wilson ◽  
John Robert Evans
Keyword(s):  
Student Performance ◽  
Media Coverage ◽  
International Student ◽  
Student Assessment ◽  
Indigenous Australians ◽  
Indigenous Students ◽  
Mainstream Media ◽  
International Student Assessment ◽  
Critical Commentary ◽  
Media Reports

AbstractThis research explores media reporting of Indigenous students’ Programme for International Student Assessment (PISA) results in two national and 11 metropolitan Australian newspapers from 2001 to 2015. Of almost 300 articles on PISA, only 10 focused on reporting of Indigenous PISA results. While general or non-Indigenous PISA results featured in media reports, especially at the time of the publication of PISA results, there was overwhelming neglect of Indigenous results and the performance gap. A thematic analysis of articles showed mainstream PISA reporting had critical commentary which is not found in the Indigenous PISA articles. The three themes identified include: a lack of teacher quality in remote and rural schools; the debate on Gonski funding recommendations and the PISA achievement gap between Indigenous and non-Indigenous students. This study concluded the overwhelming neglect is linked to media bias, which continues to drive mainstream media coverage of Indigenous Australians.

Identifying Turkish students’ profiles of using information and communication technologies and its relationship with their academic achievement: A latent class analysis approach

2021 ◽  
pp. 204275302110609
Author(s):  
Ferit Karakoyun ◽  
Bülent Başaran
Keyword(s):  
Academic Achievement ◽  
Latent Class Analysis ◽  
Information And Communication Technologies ◽  
Science Achievement ◽  
Latent Class ◽  
Student Assessment ◽  
Class Analysis ◽  
International Student Assessment ◽  
High Level ◽  
At Home

In this study, 15-year-old Turkish students’ profiles of using ICT at home and at school were identified, and the extent to which these profiles were associated with their academic achievement was determined. Moreover, the study investigated the effects of the students’ age of first usage of digital device and internet, their gender and their parents’ education level on the students’ ICT usage profiles. In the study, by using Latent Class Analysis, Program for International Student Assessment (PISA) 2018 Turkey data were analyzed ( n = 6890). According to the findings obtained in the study, it was revealed that the students who used ICT resources at high level at home and at school constituted the smallest class (8% of the sample). The students whose mothers’ levels of education were high and those who were male had a higher probability of being a member of the high-level ICT user class. In addition, the students who started using their first digital devices and the Internet at later ages were less likely to be a member of the class using high-level ICT. Finally, the students in the high-level ICT user class had low mathematics, reading, and science achievement scores.

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.

scholarly journals The strategy of Science Learning in Curriculum 2013 to Increase the Value of Science’s Program for International Student Assessment (PISA)

2022 ◽  
Vol 8 (1) ◽  
pp. 79-85
Author(s):  
Hartono Hartono ◽  
Ratu Ilma Indra Putri ◽  
Rita Inderawati ◽  
Melly Ariska
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Science Learning ◽  
International Student ◽  
Student Assessment ◽  
Thinking Skills ◽  
Pure Science ◽  
International Student Assessment ◽  
High Level

Natural Science subjects consisting of Physics, Chemistry and Biology are given to all students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) in 2013, the conception of Science literacy in the PISA (Program for International Student Assessment) supports the importance of students developing a solid understanding of the concepts of pure science and science education and the benefits involved in exploration in the abstract world that exists. on the universe. This study resulted in an analysis of science learning strategies for students of the Department of Science Education that support higher order thinking skills in Science. Two (2) parts of the material will be discussed more focused, namely (a) learning materials and (b) learning strategies. With the learning syllabus that supports the High Order Thinking Skills (HOTS) questions, the opportunity to increase the value of Science education (Physics, Chemistry, Biology) is greater, one of which is the preparation of challenging questions. Challenging science questions will meet the criteria for high-level questions (PISA has question levels from level 1 to level 6). HOTS questions support the development of a solid understanding of pure Science and Science Education concepts. The data sources used in the preparation of this research are the results of the 2000, 2003, 2006, 2009, 2012, 2015 and 2018. PISA surveys and the 2013 curriculum book sourced from the Ministry of Education and Culture.

scholarly journals The Moderation Examination of ICT Use on the Association Between Chinese Mainland Students’ Socioeconomic Status and Reading Achievement

2019 ◽  
Vol 14 (15) ◽  
pp. 107 ◽  
Author(s):  
Ya Xiao ◽  
Jie Hu
Keyword(s):  
Socioeconomic Status ◽  
Reading Achievement ◽  
International Student ◽  
Student Assessment ◽  
Mainland China ◽  
Educational Equality ◽  
Moderation Effect ◽  
International Student Assessment ◽  
Ict Use ◽  
High Level

This study explores the moderation effect of the information and communication technology (ICT) on the association between students’ socioeconomic status and their reading achievement. In total, 9,596 samples of 15 years old from 268 schools in mainland China are drawn from the latest wave of the public database -- Program for International Student Assessment (PISA) 2015. This study applies the moderation model in multiple regression analysis to respectively analyze the moderation effect of 2 composite variables of students’ ICT use, i.e., ICT use for schoolwork and ICT use for leisure. Two significant results are reported: (1) stu-dents’ ICT use for schoolwork or for leisure can moderate the relationship be-tween their socioeconomic status and their reading achievement; (2) the high-level ICT use for schoolwork or for leisure may narrow the gap in students’ reading achievement caused by different socioeconomic status deduced from the buffer-ing moderation effect of the moderating variables. These findings might provide insights to future studies in educational equality promotion, infrastructure con-struction and pedagogy improvement in reading education.

Comparative analysis of student performance in collaborative problem solving: What does it tell us?

2020 ◽  
Vol 64 (3) ◽  
pp. 282-303
Author(s):  
Claire Scoular ◽  
Sofia Eleftheriadou ◽  
Dara Ramalingam ◽  
Dan Cloney
Keyword(s):  
Problem Solving ◽  
Student Performance ◽  
International Student ◽  
Student Assessment ◽  
Collaborative Problem Solving ◽  
Policy Makers ◽  
International Student Assessment ◽  
Collaborative Problem ◽  
Complex Skill ◽  
Computer Based

Collaboration is a complex skill, comprised of multiple subskills, that is of growing interest to policy makers, educators and researchers. Several definitions and frameworks have been described in the literature to support assessment of collaboration; however, the inherent structure of the construct still needs better definition. In 2015, the Organisation for Economic Cooperation and Development, in their Programme for International Student Assessment assessed 15-year-old students’ collaborative problem solving achievement, with the use of computer-simulated agents, aiming to address the lack of internationally comparable data in this field. This paper explores what the data from this assessment tell us about the skill, and how these data compare with data from two other assessments of collaboration. Analyses enable comment on the extent to which the three assessments are measuring the same construct, and the extent to which the construct can be covered using computer-based assessments. These investigations generate better understanding of this complex and innovative domain.

scholarly journals Mathematics Literacy: An Australian Perspective and Experience

2017 ◽  
Vol 7 (1) ◽  
pp. 31-42
Author(s):  
Allan Leslie White
Keyword(s):  
Great Britain ◽  
Student Performance ◽  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Population Diversity ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Different Types ◽  
Policies And Programs

A brief listing of five different types of mathematical literacy is provided. The definition used by the Program for International Student Assessment (PISA) is selected and some brief remarks are provided on this program. The performance of Australian students is examined which shows that at the beginning of the new century 2000, Australian educators were feeling comfortable and reasonably satisfied with student performance but by 2016there was great concern over a consistent decline. The reasons for this decline are briefly discussed with the focus on Australian governmental policies that followed the directions of reform in the United States and Great Britain, and what has been labelled GERM. Current policies have been tried and failed and it is time to look for alternatives. While it is not wise to just copy the programs and policies of another country rather than adapt them due to differences in culture, population diversity, and other factors, nevertheless countries such as Finland can offer alternative paths to be explored. In Australia’s case it would also seem to be unwise to adopt policies and programs of countries who perform worse than it.

scholarly journals Hogging the middle lane: How student performance heterogeneity leads Turkish schools to fail in PISA?

2018 ◽  
Vol 13 (2) ◽  
pp. 201-213 ◽  
Author(s):  
Sengul Uysal ◽  
Koksal Banoglu
Keyword(s):  
Mathematics Achievement ◽  
Student Performance ◽  
International Student ◽  
School Achievement ◽  
Student Assessment ◽  
Related Factors ◽  
Independent Variables ◽  
International Student Assessment ◽  
Interaction Detection ◽  
Detection Analysis

This study aims to analyse the relationship between students’ mathematics achievement in Programme for International Student Assessment (PISA) 2012 and the instructional climate-related factors in the index of principals’ perceptions (learning hindrance, teacher morale and teacher intention). As preliminary analysis procedure, the chi-squared automatic interaction detection analysis was performed with relevant independent variables. Teacher’s achievement expectation from students and achievement-oriented behaviours were other significant predictive indicators on PISA mathematics achievement. Based upon these independent variables and standard deviation estimates of PISA mathematics scores, the present research developed a theoretical model by means of confirmatory factor analysis, explaining how students’ PISA mathematics achievement is associated with classroom and within school homogeneity through teachers’ expectation and achievementoriented behaviours. Results showed that the developed model provided a great model-data fit. This model revealed that classroom achievement homogeneity and within school achievement homogeneity were the most important predictors on students’ PISA mathematics achievement. Keywords: PISA, CHAID, mathematics, homogeneity.  

Sign in / Sign up

Export Citation Format

Share Document