Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece

2016 ◽  
Vol 79 ◽  
pp. 106-115 ◽  
Author(s):  
Anastasios Karakolidis ◽  
Vasiliki Pitsia ◽  
Anastassios Emvalotis
Keyword(s):  
Multilevel Analysis ◽  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Achievement In Mathematics

Fabrication of interview data

2018 ◽  
Vol 26 (2) ◽  
pp. 213-226 ◽  
Author(s):  
Jörg Blasius
Keyword(s):  
Survey Research ◽  
International Student ◽  
Student Assessment ◽  
Content Type ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Research Organizations ◽  
Using Data ◽  
Copy And Paste ◽  
Practical Implications

Purpose Evidence from past surveys suggests that some interviewees simplify their responses even in very well-organized and highly respected surveys. This paper aims to demonstrate that some interviewers, too, simplify their task by at least partly fabricating their data, and that, in some survey research institutes, employees simplify their task by fabricating entire interviews via copy and paste. Design/methodology/approach Using data from the principal questionnaires in the Programme for International Student Assessment (PISA) 2012 and the Programme for the International Assessment of Adult Competencies (PIAAC) data, the author applies statistical methods to search for fraudulent methods used by interviewers and employees at survey research organizations. Findings The author provides empirical evidence for potential fraud performed by interviewers and employees of survey research organizations in several countries that participated in PISA 2012 and PIAAC. Practical implications The proposed methods can be used as early as the initial phase of fieldwork to flag potentially problematic interviewer behavior such as copying responses. Originality/value The proposed methodology may help to improve data quality in survey research by detecting fabricated data.

scholarly journals Examining school variables affecting PISA 2012 math achievement in Turkey and Shanghai-China

2017 ◽  
Vol 6 (4) ◽  
pp. 167-174
Author(s):  
Mustafa Kale
Keyword(s):  
International Student ◽  
Math Achievement ◽  
Student Assessment ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Math Scores ◽  
Model Research ◽  
School Variables ◽  
Research Population ◽  
The Difference

The main purpose of the research is to examine school variables that have effect on Programme for International Student Assessment (PISA) 2012 math achievement in Turkey and Shanghai-China. The research was designed in casual comparison model. Research population was constituted by student in age group of 15 in Turkey and Shanghai-China in 2012.The sample consists of 4848 students and 170 schools in Turkey and 5177 students and 155 schools in  Shanghai-China that participated in PISA 2012. Two-leveled Hierarchical Linear Modelling (HLM) was used to analyze data because the data collected in PISA 2012 had a hierarchical data structure. As a result of analysis, variability in math scores, 63% in Turkey and  47% in Shanghai-China, was found due to the difference between the mean math scores of schools. It was determined that  MACTIV, SCMATEDU and TCMORALE in Turkey and MACTIV, in Shanghai-China statistically affect on math achievement. Keywords: PISA, school administration, school variables, HLM

scholarly journals Repetência e indisciplina: evidências de Brasil e Portugal no Pisa 2012

2016 ◽  
Vol 46 (161) ◽  
pp. 614-636 ◽  
Author(s):  
Daniel Abud Seabra Matos ◽  
Maria Eugénia Ferrão
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
Pisa 2012

Resumo Este trabalho objetiva analisar o fenômeno da repetência escolar no Brasil e em Portugal, por meio dos dados do Programa Internacional de Avaliação de Estudantes [Programme for International Student Assessment] - Pisa 2012, e aplicar um modelo de regressão logística multinível tendo a repetência como variável dependente, no sentido de identificar características dos estudantes e das escolas que estejam associadas à probabilidade de repetência para estimar a variabilidade entre escolas. Dentre os principais resultados, a contribuição mais significativa deste estudo é explicitar uma clara associação entre repetência e indisciplina escolar. Pesquisas adicionais baseadas em dados longitudinais são necessárias para investigar aprofundadamente as características dos estudantes e das escolas que estejam associadas à mudança das condições de educação e que influenciam a probabilidade de repetência.

A Note on Construct Validity of the Anchoring Method in PISA 2012

2017 ◽  
Vol 36 (7) ◽  
pp. 709-724 ◽  
Author(s):  
Lazar Stankov ◽  
Jihyun Lee ◽  
Matthias von Davier
Keyword(s):  
Academic Achievement ◽  
Construct Validity ◽  
International Student ◽  
Student Assessment ◽  
Achievement Scores ◽  
Individual Level ◽  
Anchoring Vignettes ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Country Level

We examine construct validity of the anchoring method used with 12 noncognitive scales from the Programme for International Student Assessment (PISA) 2012 project. This method combines individuals’ responses to vignettes and self-rated scores based on Likert-type items. It has been reported that the use of anchoring vignettes can reverse country-level correlations between academic achievement scores and noncognitive measures from negative to positive, and therefore align them with the typically reported individual-level correlations. Using the PISA 2012 data, we show that construct validity of this approach may be open to question because the anchored scales produce a different set of latent dimensions in comparison with nonanchored scales, even though both scales were created from the same set of individual responses. We also demonstrate that only one of three vignettes may be responsible for the resolution of the “paradox” highlighting that the choice of vignettes may be more important than what was previously reported.

Analyzing the Achievement and Isolation of Immigrant and U.S.-Born Students: Insights From PISA 2012

2017 ◽  
Vol 31 (6) ◽  
pp. 830-857
Author(s):  
Jeanne M. Powers ◽  
Margarita Pivovarova
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
School Experiences ◽  
Policy Implications ◽  
School Factors ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Political Debates ◽  
Research And Policy

The 2016 Presidential election and the first months of the Trump administration have propelled immigration to the center of U.S. political debates. We use data from the Programme for International Student Assessment (PISA) 2012 to provide insights into the school experiences of high school–age immigrants and their U.S.-born peers. Our findings indicate that the immigrant–U.S.-born achievement gap is a race and wealth gap, and is also mediated by school factors. We also found that a substantial number of U.S.-born students attended schools that did not enroll immigrant students. We conclude by highlighting the research and policy implications of our findings.

scholarly journals Oportunidades de aprender matemática no Brasil, Chile e Estados Unidos

2017 ◽  
Vol 28 (68) ◽  
pp. 444
Author(s):  
Paula Louzano ◽  
Ariane Faria dos Santos
Keyword(s):  
United States ◽  
International Student ◽  
Mathematics Curriculum ◽  
Student Assessment ◽  
The United States ◽  
Opportunities To Learn ◽  
Mathematical Concepts ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Brazilian Students

<p>Este trabalho utiliza dados do Programme for International Student Assessment (PISA) 2012 do Brasil, Chile e Estados Unidos para analisar a oportunidade de os alunos de diferentes níveis socioeconômicos em aprender matemática, medida pela exposição a conceitos e problemas dessa disciplina. Os alunos brasileiros apresentam grandes desvantagens em relação aos demais na cobertura curricular e mesmo os alunos mais ricos apresentam baixa probabilidade de exposição curricular frente aos seus colegas dos outros países. Além disso, a probabilidade de nunca terem sido expostos a conceitos e problemas matemáticos aumenta à medida que os conceitos ficam mais complexos, assim como cresce a desigualdade entre os mais pobres e os mais ricos. Portanto, não só observamos grandes desigualdades entre ricos e pobres em suas oportunidades de aprender matemática, mas também baixa exposição curricular dos alunos brasileiros de modo geral.</p><p><strong>Palavras-chave:</strong> Oportunidade de Aprendizagem; Pisa; Ensino de Matemática; Currículo.</p><p> </p><p><strong>Oportunidades de aprender Matemáticas en Brasil, Chile y Estados Unidos</strong></p><p>Este trabajo utiliza datos del Programme for International Student Assessment (PISA) 2012 de Brasil, Chile y Estados Unidos para analizar la oportunidad de que alumnos de distintos niveles socioeconómicos aprendan matemáticas, medida por la exposición a conceptos y problemas de tal disciplina. Los alumnos brasileños presentan grandes desventajas en relación a los demás en la cobertura curricular e incluso los alumnos más ricos presentan baja probabilidad de exposición curricular con relación a sus colegas de los demás países. Por otra parte, la probabilidad de que nunca hayan sido expuestos a conceptos y problemas matemáticos aumenta a medida que los conceptos se hacen más complejos, así como crece la desigualdad entre los más pobres y los más ricos. Por lo tanto, no solo observamos grandes desigualdades entre ricos y pobres en sus oportunidades de aprender matemáticas, sino también una baja exposición curricular de los alumnos brasileños en general.</p><p><strong>Palabras-clave:</strong> Oportunidad de Aprendizaje; Pisa; Enseñanza de Matemáticas; Currículo.</p><p> </p><p><strong>Opportunities to learn Mathematics in Brazil, Chile and the United States</strong></p><p>This paper uses data from the Program for International Student Assessment (PISA) 2012 of Brazil, Chile and the United States to analyze the opportunity of students from different socioeconomic backgrounds to learn Mathematics, assessed by the exposure to concepts and problems of this discipline. The Brazilian students present major disadvantages compared to the others in terms of curriculum coverage and even the richest students have a low probability of curriculum exposure compared with their peers from other countries. In addition, the likelihood of never having been exposed to mathematical concepts and problems increases as the concepts become more complex, and as inequality increases between the poorest and the richest. Therefore, not only do we observe large inequalities between rich and poor regarding their opportunities to learn Mathematics, but also a low curriculum exposure of Brazilian students as a whole.</p><strong>Keywords:</strong> Learning Opportunity; Pisa; Teaching of Mathematics; Curriculum.

scholarly journals Oportunidade de aprendizagem de conteúdo em Matemática no PISA 2012

2017 ◽  
Vol 28 (68) ◽  
pp. 418 ◽  
Author(s):  
João Galvão Bacchetto ◽  
Wallace Nascimento Pinto Junior
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Opportunity To Learn ◽  
Mathematical Tasks ◽  
International Student Assessment ◽  
The Third ◽  
Pisa 2012 ◽  
Mathematics Test ◽  
Palabras Clave ◽  
The Mean

<p>O Programa Internacional de Avaliação de Estudantes (PISA) 2012 avaliou, por meio do questionário do estudante, a Oportunidade de Aprendizagem de Conteúdo, definida como a exposição dos estudantes ao conteúdo de uma determinada área do conhecimento na escola – nesse caso, especificamente a área de Matemática. Com base nos resultados dos questionários, foram gerados três índices que, neste artigo, foram relacionados com o desempenho dos estudantes de um grupo de países no teste cognitivo de Matemática. O estudo sugere que há uma relação entre dois desses índices e as médias do teste de Matemática, sendo essa relação fraca para o terceiro índice. Esses resultados podem iluminar aspectos nem sempre conhecidos sobre a exposição a tarefas e conceitos matemáticos em sala de aula.</p><p><strong>Palavras-chave:</strong> PISA; Oportunidade de Aprendizagem de Conteúdo; Questionário; Matemática.</p><p> </p><p><strong>Oportunidad de aprendizaje de contenido en Matemáticas en el PISA 2012</strong></p><p>El Programa Internacional de Evaluación de Estudiantes (PISA) 2012 evaluó, por medio del cuestionario del estudiante, la Oportunidad de Aprendizaje de Contenido, definida como la exposición de los estudiantes al contenido de una determinada área del conocimiento en la escuela –en dicho caso específico, el área de Matemáticas. En base a los resultados de los cuestionarios se generaron tres índices que, en este artículo, se relacionaron con el desempeño de los estudiantes de un grupo de países en la prueba cognitiva de Matemáticas. El estudio sugiere que hay una relación entre dos de estos índices y los promedios de la prueba de Matemáticas, pero tal relación es muy baja en lo que concierne al tercer índice. Dichos resultados pueden iluminar aspectos no siempre conocidos sobre la exposición a tareas y conceptos matemáticos en el aula.</p><p><strong>Palabras-clave:</strong> PISA; Oportunidad de aprendizaje de Contenido; Cuestionario; Matemáticas.</p><p> </p><p><strong>Opportunity to learn the content of Mathematics in PISA 2012</strong></p><p>The Programme for International Student Assessment] (PISA) 2012 used student-level questionnaires to evaluate the Opportunity to Learn Content defined as students’ exposure to subject content in school – in this case, specifically in the area of Mathematics. Based on the results of the questionnaires, three indexes related to students’ performance in a group of countries were generated. The study suggests that there is a relationship between two of the indexes and the mean scores in the Mathematics test, but this relationship is weak for the third index. These results can elucidate aspects about exposure to mathematical tasks and concepts in the classroom which are not always well known.</p><p><strong>Keywords:</strong> PISA; Opportunity to Learn Content; Questionnaire; Mathematics.</p>

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.

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