Whose knowledge counts in international student assessments: examining the AHELO epistemic community of economics experts

2016 ◽  
Vol 22 (2) ◽  
pp. 121-133 ◽  
Author(s):  
David J. Nguyen
Keyword(s):  
International Student ◽  
Epistemic Community ◽  
Student Assessments

scholarly journals The Black Box of Nordic Education Held Against the Light of Large-Scale International Assessment Resources—A Critical Commentary

2020 ◽  
pp. 387-396
Author(s):  
Fritjof Sahlström
Keyword(s):  
Large Scale ◽  
International Student ◽  
Economic Status ◽  
Black Box ◽  
General Question ◽  
Socio Economic Status ◽  
Critical Commentary ◽  
Student Assessments ◽  
International Assessment ◽  
The Impact

AbstractThis book answers the following general question: when it comes to the impact of socio-economic status (SES) on student results in the context of the so-called Nordic model, what can we learn from large-scale international student assessments? The findings presented are not only new and valuable, but they also raise critical questions, some of which I will discuss below.

scholarly journals Correction to: Setting up the Scene: Lessons Learned from PISA 2018 Statistics and Other International Student Assessments

2021 ◽  
pp. C1-C1
Author(s):  
Nuno Crato
Keyword(s):  
International Student ◽  
Lessons Learned ◽  
Original Version ◽  
Student Assessments

In the original version of this book, belated corrections has been incorporated in the chapter “Setting up the Scene: Lessons Learned from PISA 2018 Statistics and Other International Student Assessments” . The correction chapter and the book has been updated with the changes.

scholarly journals STUDENT QUESTIONNAIRE OF PISA 2006 AND RASCH ANALYSIS

2013 ◽  
Vol 4 (2) ◽  
pp. 23-36
Author(s):  
Fitriati
Keyword(s):  
Rasch Analysis ◽  
International Student ◽  
Self Concept ◽  
Data Set ◽  
Language Differences ◽  
Learning And Teaching ◽  
Student Assessments ◽  
Student Questionnaire ◽  
Pisa 2006 ◽  
Different Cultures

PISA is one of the biggest international student assessments. The results of this study are frequently used to inform policy directions and to provide feedback to learning and teaching. However, due to country socioeconomic, cultural and language differences among the countries, the test instruments may not be funtioning in the same way in all culture. Those differences may cause non-equivalence of tests or or tests may not be fair among different cultures, which then challenges assumptions made about measurement equivalence. This study aims to examine the equivalence of motivation and self concept items on student questionnaires of PISA 2006 study whether fit Indonesia context or not. The study employed two analisis of Rasch model to seek the equivalence of the tests. The results revealed that there is no significant DIF on motivation scale. One important finding of DIF analysis using Indonesia data was that two items of self-concept scale have been shown favoring males. The study also found that all items on motivation and self concept scale fit the data set and are not dependent on upon the sample of Indonesian students. The test is fair among different groups and contexts. This study suggests that more scales analysis is required as it will provide more comprehensive findings about the equivalence of this survey test.

scholarly journals Collaborative Teaching, Reading and Literacy

2021 ◽  
Author(s):  
Artur Dagge
Keyword(s):  
International Student ◽  
Collaborative Teaching ◽  
School Libraries ◽  
Teaching Reading ◽  
Reading Habits ◽  
Reading And Writing ◽  
Written Information ◽  
The Poor ◽  
Student Assessments ◽  
Easy Answer

In Portugal, students read very little and a significant part of them has great difficulties in dealing with written information. The national and international student assessments regularly situate Portugal at the lowest levels of students’ performances. This means that in Portugal everything is still to be done in what concerns reading and literacy. The problem doesn’t have an easy answer but two of the main reasons are in the poor investment in school libraries and the absence of collaborative teaching. In fighting illiteracy and promoting reading habits, school libraries should take the lead and try to evolve three distinct groups: teachers, students and families. Organising regular reading sessions with students and parents, making books andreading a constant presence in the classroom and at home, using e-technologies to promote reading and writing or publishing a school newspaper are only some examples of what school libraries, teachers, students and families can do together inorder to develop literacy and reading in Portugal.

DIRECTIONS AND COMPETENCIES SET IN INTERNATIONAL STUDENT ASSESSMENTS: INPUT TO CURRICULUM REFORM

2020 ◽  
Author(s):  
Marilyn Balagtas ◽  
Dexter Ngo ◽  
Rosario Belmi ◽  
Erminda Fortes ◽  
Rowena Hibanada ◽  
...  
Keyword(s):  
Curriculum Reform ◽  
International Student ◽  
Student Assessments

Nonlinear Effects of Cognitive Ability on Economic Productivity

2018 ◽  
Vol 39 (1) ◽  
pp. 39-47 ◽  
Author(s):  
Thomas R. Coyle ◽  
Heiner Rindermann ◽  
Dale Hancock ◽  
Jacob Freeman
Keyword(s):  
Cognitive Ability ◽  
International Student ◽  
Student Assessment ◽  
Nonlinear Effects ◽  
Economic Productivity ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Student Assessments ◽  
Ability Levels

Abstract. Cognitive capitalism theory argues that the positive effects of cognitive ability on economic productivity should increase nonlinearly, with increases in ability amplifying increases in productivity. The theory was tested using country-level indicators of cognitive ability and productivity. Cognitive ability was based on international student assessments (e.g., Program for International Student Assessment, PISA), and productivity was based on economic inputs (e.g., scientific achievements and competitiveness) and outputs (e.g., gross domestic product). As predicted, the effects of cognitive ability on all productivity measures increased nonlinearly at higher levels of ability, suggesting that higher ability levels disproportionately boost a nation’s productivity. The findings are discussed in light of standard theories of cognitive ability (e.g., Spearman’s law of diminishing returns and differentiation theories), and suggest that interventions that boost cognitive ability can have large, amplifying effects on economic productivity.

scholarly journals Setting up the Scene: Lessons Learned from PISA 2018 Statistics and Other International Student Assessments

2020 ◽  
pp. 1-24
Author(s):  
Nuno Crato
Keyword(s):  
Large Scale ◽  
International Student ◽  
Outcomes Assessment ◽  
Student Assessment ◽  
Lessons Learned ◽  
Key Factors ◽  
International Assessments ◽  
Student Assessments ◽  
International Assessment

AbstractPISA 2018 was the largest large-scale international assessment to date. Its results confirm the improvements of some countries, the challenges other countries face, and the decline observed in a few others. This chapter reflects on the detailed analyses of ten countries policies, constraints, and evolutions. It highlights key factors, such as investment, curriculum, teaching, and student assessment. And it concludes by arguing that curriculum coherence, an emphasis on knowledge, student observable outcomes, assessment, and public transparency are key elements. These elements are crucial both for education success in general and for its reflection on PISA and other international assessments.

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