Development and test of an international student performance taxonomy

2003 ◽  
Vol 27 (6) ◽  
pp. 659-681 ◽  
Author(s):  
Eduardo Guzman ◽  
Michael J. Burke
Keyword(s):  
Student Performance ◽  
International Student ◽  
Performance Taxonomy

The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

2017 ◽  
Vol 32 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Dianne Massoudi ◽  
SzeKee Koh ◽  
Phillip J. Hancock ◽  
Lucia Fung
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
International Student ◽  
Multiple Choice ◽  
Financial Accounting ◽  
Accounting Students ◽  
Multiple Choice Questions ◽  
Learning Resource ◽  
Examination Performance ◽  
Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

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.

Balanced Assessment of Flexible E-Learning vs. Face-to-Face Campus Delivery Courses at an Australian University

2012 ◽  
pp. 304-339
Author(s):  
Kenneth David Strang
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
International Student ◽  
Teaching Quality ◽  
Balanced Assessment ◽  
The World ◽  
E Learning ◽  
Will Force

This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.

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 Human Capital and Economic Growth in OECD Countries

2006 ◽  
Vol 226 (6) ◽  
Author(s):  
Torge Middendorf
Keyword(s):  
Economic Growth ◽  
Human Capital ◽  
Student Performance ◽  
Capital Stock ◽  
International Student ◽  
Positive Impact ◽  
Large Country ◽  
Panel Data Estimation ◽  
The Impact ◽  
Instrumental Variables Approach

SummaryRecent studies on international student performance renewed the interest in the contribution of human capital to economic growth. So far the exploration of large country comparisons delivered rather mixed results. Concentrating on OECD member countries, this paper uses panel data estimation techniques to refine this analysis. Furthermore, as theory differs about the right measure of human capital, the impact of the human capital stock as well as its rate of accumulation on economic growth is analyzed. Yet estimation results reveal only a positive impact of the human capital stock on economic growth suggesting that an increase in average schooling years by one year yields a rise in the GDP growth rate of about 0.5 percentage points. However, when taking possible endogeneity into account in an instrumental variables approach, these conclusions on the impact of the level of human capital on economic growth is demonstrated to be rather fragile.

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.

scholarly journals School Reform: America’s Winchester Mystery House

2016 ◽  
Vol 11 (4) ◽  
Author(s):  
David Daniel Meyer ◽  
Loredana Werth
Keyword(s):  
Student Achievement ◽  
Student Performance ◽  
Science Achievement ◽  
International Student ◽  
Rank Order ◽  
Achievement Tests ◽  
Data Set ◽  
Global Competitiveness ◽  
Achievement Data ◽  
National Competitiveness

This quantitative study examines the correlation between international student achievement test outcomes and national competitiveness rankings. Student achievement data are derived from a variation-adjusted, common metric data set for 74 countries that have participated in any of the international mathematics and science achievement tests since 1964. National competitiveness data are taken from the 2014-15 Global Competitiveness Index (GCI) published by the World Economic Forum. A Spearman’s rank-order correlation was run to assess the relationship between student performance on international achievement tests and the competitiveness of nations. For all nations, there was a moderate positive correlation between student performance on international achievement tests and the competitiveness of a nation, rs(98)=0.688, p

Balanced Assessment of Flexible e-Learning versus Face-to-Face Campus Delivery Courses at an Australian University

2010 ◽  
pp. 42-68 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
International Student ◽  
Teaching Quality ◽  
Balanced Assessment ◽  
The World ◽  
E Learning ◽  
Will Force

This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.

Student performance in tertiary-level accounting: an international student focus

2004 ◽  
Vol 44 (2) ◽  
pp. 163-185 ◽  
Author(s):  
Neil Hartnett ◽  
Jennifer Romcke ◽  
Christine Yap
Keyword(s):  
Student Performance ◽  
International Student ◽  
Tertiary Level ◽  
Student Focus
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