Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung

2006 ◽  
Vol 7 (3) ◽  
pp. 417-444 ◽  
Author(s):  
Ludger Wößmann
Keyword(s):  
Student Achievement ◽  
Education Policy ◽  
Student Performance ◽  
Teaching Methods ◽  
International Student ◽  
School Systems ◽  
Publicly Funded ◽  
Micro Data ◽  
Personnel Decisions ◽  
Cross Country

AbstractEvidence using micro data from four international student achievement tests shows that institutional features that ensure competition, autonomy and accountability in school systems are key to high student performance. The lessons that education policy can learn from the cross-country evidence include that students perform better (a) in countries with more competition from privately managed but publicly funded schools, (b) in schools with autonomy in process and personnel decisions, (c) if teachers have both incentives and powers to select appropriate teaching methods, (d) if parents take interest in teaching matters and (e) if students and schools are held accountable by external examinations

scholarly journals Measuring Investment in Education

1996 ◽  
Vol 10 (4) ◽  
pp. 9-30 ◽  
Author(s):  
Eric A Hanushek
Keyword(s):  
Human Capital ◽  
Student Achievement ◽  
Public Schools ◽  
Education Policy ◽  
Student Performance ◽  
School Quality ◽  
Policy Instruments ◽  
Economic Research ◽  
Performance Incentives ◽  
Education Resources

Historic debates about the measurement of capital are even more complicated in the case of education and human capital. As extensive research demonstrates, education resources are not consistently related to student performance in existing elementary and secondary schools. This inefficiency in public schools implies that spending and resource measures do not accurately capture variations in school quality. This finding then has clear implications for both education policy and economic research. Because school inputs are poor policy instruments, an alternative policy focus that appears much more productive is performance incentives related to student achievement.

International Differences in Student Achievement: An Economic Perspective

2004 ◽  
Vol 5 (3) ◽  
pp. 357-380 ◽  
Author(s):  
Hendrik Jürges ◽  
Kerstin Schneider
Keyword(s):  
Student Achievement ◽  
Student Performance ◽  
School Teacher ◽  
International Comparisons ◽  
Institutional Characteristics ◽  
Science Study ◽  
International Differences ◽  
Mathematics Test ◽  
Cross Country ◽  
Mathematics And Science

Abstract International comparisons reveal large cross-country differentials in average student performance. Although there is considerable public debate about these differences, their sources are hardly identified. Using school, teacher and student data from the Third International Mathematics and Science Study (TIMSS), the present paper attempts to explain what causes between-country gaps in mathematics test score distributions. Following a three-pronged strategy of microlevel and cross-country regressions as well as bilateral country comparisons, we show how these gaps are explained by differences in school, teacher and student characteristics, or financial resources devoted to the school system. Institutional characteristics, such as competition between schools and the composition of the faculty can also help to understand international differences in student achievement.

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

scholarly journals The Importance of School Systems: Evidence from International Differences in Student Achievement

2016 ◽  
Vol 30 (3) ◽  
pp. 3-32 ◽  
Author(s):  
Ludger Woessmann
Keyword(s):  
Student Achievement ◽  
School System ◽  
Descriptive Analysis ◽  
Socioeconomic Background ◽  
School Systems ◽  
Substantial Part ◽  
International Differences ◽  
Education Production ◽  
Institutional Structures ◽  
Cross Country

Students in some countries do far better on international achievement tests than students in other countries. Is this all due to differences in what students bring with them to school—socioeconomic background, cultural factors, and the like? Or do school systems make a difference? This essay argues that differences in features of countries' school systems, and in particular their institutional structures, account for a substantial part of the cross-country variation in student achievement. It first documents the size and cross-test consistency of international differences in student achievement. Next, it uses the framework of an education production function to provide descriptive analysis of the extent to which different factors of the school system, as well as factors beyond the school system, account for cross-country achievement differences. Finally, it covers research that goes beyond descriptive associations by addressing leading concerns of bias in cross-country analysis. The available evidence suggests that differences in expenditures and class size play a limited role in explaining cross-country achievement differences, but that differences in teacher quality and instruction time do matter. This suggests that what matters is not so much the amount of inputs that school systems are endowed with, but rather how they use them. Correspondingly, international differences in institutional structures of school systems such as external exams, school autonomy, private competition, and tracking have been found to be important sources of international differences in student achievement.

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 Grit in Online Education

2019 ◽  
pp. 1-11
Author(s):  
Nicole Buzzetto-Hollywood ◽  
Kathy Quinn ◽  
Wendy Wang ◽  
Austin Hill
Keyword(s):  
Student Achievement ◽  
Online Education ◽  
Student Success ◽  
Student Performance ◽  
Online Courses ◽  
Self Regulation ◽  
P Value ◽  
Learning Success ◽  
Promising Area ◽  
Learning Efficacy

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

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