scholarly journals THE COMPARISON OF PIRLS, TIMSS, AND PISA EDUCATIONAL RESULTS IN MEMBER STATES OF THE EUROPEAN UNION

2020 ◽  
Vol 1 ◽  
pp. 191-195
Author(s):  
Peter Plavčan
Keyword(s):  
Scientific Literacy ◽  
International Student ◽  
School Attendance ◽  
Student Assessment ◽  
Secondary Analysis ◽  
Arithmetic Mean ◽  
Early Years ◽  
Reading Literacy ◽  
The European Union ◽  
International Student Assessment

The PIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in International Mathematics and Science Study), and PISA (Programme for International Student Assessment) have become gold standards for the international comparison of children’s performances, when aged 10 and 15 years. This paper focuses on secondary analysis of basic statistical indicators on reading literacy (PIRLS), as well as the mathematics and scientific literacy (TIMSS) of pupils at 10 years of age, followed by their reading, mathematics and scientific literacy at 15 years of age (PISA). It compares the pupils’ main educational results in PIRLS and TIMSS with their PSA results. PIRLS, TIMSS, and PISA help to identify key problems within pupils’ educational levels in these selected literacies and create effective educational policy measures. One aspect of the comparison within the research paper is the aggregate indicator; this is the arithmetic mean of PIRLS and TIMSS results, using pupils’ PIRLS results from 2001, 2006, 2011 and 2016, and TIMSS results from 2007, 2011 and 2015. The other aspect of the comparison is the aggregate indicator; which is the arithmetic mean of pupils’ PISA results for 2006, 2009, 2012 and 2015. A significant relationship was found to exist between the arithmetic mean of pupils’ PIRLS, TIMSS, and PISA results. Political and professional policy decisions within schooling affect the early years of pupils’ school attendance. This has a significant impact on their future education at all levels of schooling. The findings of this paper support a hypothesis regarding the effects of pupils’ educational performance and the need for measures to improve education in schools that should be adopted on an ongoing basis.

scholarly journals The Influence of Family Wealth and Parent Education Level on Students� Reading Literacy

2019 ◽  
Vol 9 (1) ◽  
pp. 81-90
Author(s):  
Abu Nawas
Keyword(s):  
Regression Analysis ◽  
Parent Education ◽  
International Student ◽  
Family Background ◽  
Linear Regression Analysis ◽  
Student Assessment ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Family Wealth ◽  
Education Levels

This study aims to examine the influence of family background factors in terms of family wealth and parent education levels on students reading performance in Indonesia. The study utilises secondary data from the OECDs Programme for International Student Assessment (PISA) 2015 for Indonesia, in which 6513 students participated. This also specifically highlights the analysis of family wealth and parent education levels in possibly predicting the students reading literacy in Indonesia. In analysing the data, a quantitative approach was used which utilised statistically different analysis such as t-test, one-way ANOVA, two-way ANOVA, correlation and multiple linear regression analysis using WesVar version 5.1 software.The result found there were significant different reading scores between students from different family wealth and parent education levels. The students from high family wealth performed better than they with middle and low wealthy. Likewise, the children with highly educated mother and father had high scores than students whose parents had low and did not complete primary school. Moreover, the result of correlation and regression analysis revealed that all predictor variables, WEALTH, MISCED and FISCED, significantly associate and predict better reading literacy performance of 15-year-old students in Indonesia for PISA 2015 survey. Therefore, the implications of the study highlight opportunities to reform educational policies through data and evidence.

Who is More Likely to Participate in Private Tutoring and Does it Work?: Evidence from PISA (2015)

2018 ◽  
Vol 1 (3) ◽  
pp. 69-95 ◽  
Author(s):  
Xiangyi Liao ◽  
Xiaoting Huang
Keyword(s):  
Scientific Literacy ◽  
International Student ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Educational Expectations ◽  
Private Tutoring ◽  
School Level ◽  
After School ◽  
Exact Matching ◽  
International Student Assessment

Purpose In recent years, private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure. This paper aims to analyze the factors that affect Chinese students’ participation in private tutoring and the effectiveness of private tutoring. Design/Approach/Methods We use data from the Programme for International Student Assessment (PISA) 2015 of Mainland China area and focus specifically on science-related private tutoring. Multilevel logistic model and hierarchical linear model based on coarsened exact matching (CEM) are used to conduct the investigations. Findings Empirical results show that individual level factors including student's interest in science, educational expectations, and school-level factors such as school autonomy, science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring. Moreover, science-related private tutoring has not significantly improved the overall scientific literacy scores of students. In addition, private tutoring has widened the performance gap among students from different socioeconomic backgrounds, with students from socioeconomically advantaged family experiencing more significant gains from tutoring. Originality/Value These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.

Rethinking “(Under) Performance” for Black English Speakers: Beyond Achievement to Opportunity

2019 ◽  
Vol 50 (6) ◽  
pp. 528-554 ◽  
Author(s):  
Patriann Smith ◽  
Alex Kumi-Yeboah ◽  
Rong Chang ◽  
Jaehoon Lee ◽  
Paul Frazier
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Immigrant Youth ◽  
Black American ◽  
Reading Literacy ◽  
Literacy Assessment ◽  
International Student Assessment ◽  
Black Immigrant ◽  
Assessment Measure ◽  
Social And Cultural Factors

We draw on the concept of the opportunity gap explanatory framework in this study to problematize the notion of “(under)performance” of Black American (i.e., African American) and Black immigrant youth. Examining reading literacy achievement results of Black American and Black immigrant youth using a corpus of data from the 2012 Program for International Student Assessment (PISA), we demonstrate the ways in which these youth self-identified as language speakers on the PISA reading literacy assessment measure, the influence of this self-identification on interpretations of their reading literacy, and the influence of other demographic factors on this achievement across subgroups. We suggest that the disaggregation of data for Black subpopulations can allow for a better understanding of the ways in which demographic, social, and cultural factors impact achievement within specific Black subgroups. We also highlight the need for reframing examinations of Black students’ literacies in ways that are humanizing. Implications for research, practice, and policy are provided.

scholarly journals Defasagem idade-série e letramento científico no Pisa

2020 ◽  
Vol 31 (77) ◽  
pp. 393
Author(s):  
Andriele Ferreira Muri Leite ◽  
Alicia Maria Catalano de Bonamino
Keyword(s):  
Secondary Education ◽  
Linear Regression ◽  
Scientific Literacy ◽  
International Student ◽  
Student Assessment ◽  
Grade Repetition ◽  
International Student Assessment ◽  
Palabras Clave ◽  
The Difference ◽  
Brazilian Students

<p>O artigo analisa a preparação científica de estudantes brasileiros participantes do Pisa (Programme for International Student Assessment – em português Programa Internacional de Avaliação dos Estudantes), considerando a defasagem idade-série. Foram realizadas uma análise exploratória dos resultados e uma regressão linear para investigar o efeito da variável repetência sobre o desempenho em ciências dos estudantes brasileiros. O estudo mostra que: os estudantes brasileiros estão em desvantagem em relação aos estudantes dos países da Organização para Cooperação e Desenvolvimento Econômico (OCDE); a maioria dos estudantes brasileiros não é capaz de realizar as tarefas mais simples estabelecidas pelo Pisa; a diferença entre estudantes brasileiros defasados e estudantes da OCDE alcança 150 pontos em algumas competências; apenas os estudantes brasileiros das séries finais do ensino médio atingem os níveis esperados pelo Pisa.</p><p><strong>Palavras-chave: </strong>Pisa, Brasil, Letramento Científico, Defasagem Idade-série.</p><p> </p><p><strong>Distorsión de grado y edad y la competencia científica en Pisa</strong></p><p>El artículo analiza la preparación científica de los estudiantes brasileños que participan en el PISA (Programme for International Student Assessment – en español, Programa Internacional de Evaluación de Estudiantes), teniendo en cuenta la distorsión de grado y edad. Se realizó un análisis exploratorio de los resultados y una regresión lineal para investigar el efecto de la variable de repetición en el rendimiento en ciencias de los estudiantes brasileños. El estudio muestra que: los estudiantes brasileños están en desventaja en comparación con los estudiantes de los países de la Organización para Cooperación y Desarrollo Económico (OCDE); la mayoría de los estudiantes brasileños no puede realizar las tareas más simples establecidas por el PISA; la diferencia entre estudiantes brasileños que presentan distorsión de grado y edad y estudiantes de la OCDE alcanza a 150 puntos en algunas competencias; solo los estudiantes brasileños en los años finales de la escuela secundaria alcanzan los niveles esperados por el PISA.</p><p><strong>Palabras clave: </strong>Pisa, Brasil, Competencia Científica, Distorsión de Grado y Edad.</p><p> </p><p><strong>Age-grade distortion and scientific literacy in Pisa</strong></p><p>The article analyzes the scientific preparation of Brazilian students participating in PISA (Programme for International Student Assessment), taking into account the age-grade distortion. An exploratory analysis of the results and a linear regression were carried out to investigate the effect of the grade repetition variable on Brazilian students’ performance in Science. The study shows that: Brazilian students are at a disadvantage compared to students from Organization for Economic Cooperation and Development (OECD) countries; the majority of Brazilian students are not able to perform the simplest tasks defined by PISA; the difference between Brazilian over-age students and OECD students reaches 150 points in some competencies; only Brazilian students in the final grades of secondary education reach the levels expected by PISA.</p><p><strong>Keywords: </strong>Pisa, Brazil, Scientific Literacy, Age-grade Distortion.</p>

scholarly journals PEMBERDAYAAN MASYARAKAT SEBAGAI UPAYA MENCIPTAKAN GENERASI MUDA BERDAYA LITERASI PADA KAMPUNG SINAU KOTA MALANG

Jurnal Akrab ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 30-41
Author(s):  
Nastiti Novitasari
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Community Empowerment ◽  
Literacy Skills ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Reading Activities ◽  
Literate Society ◽  
Education Process

Education is always related to reading activities. The ability to read is often referred to as literacy activities.  The reality in Indonesia so far is the low mastery of literacy, this is evidenced by the Program for International Student Assessment (PISA) survey. The survey in 2018 showed that for the reading / literacy competency score, Indonesia was ranked 72 out of 77 countries. To deal with this problem, many things can be applied in the education process, both from formal non-formal and informal channels.Kampung Sinau is a thematic village located in the Cemorokandang Malang City. Various learning activities are carried out in unique ways that can attract citizens, the younger generation in particular, to enrich literacy and make citizens literate, one of which is community empowerment activities. Researchers are interested in knowing how to optimize community empowerment in making generations young people with literacy skills in Kampung Sinau. The approach and type of research used by the researcher is a qualitative approach to the type of case study.  This research was conducted at the end of 2019 in Kampung Sinau, Malang City. The results of this study 1) Community participation is needed in the success of the empowerment program, 2) It takes stages to carry out community empowerment., 3) It takes collaboration and innovation to create a literate society. Suggestions from this study are that the results of this study can be used as a reference for evaluating and developing similar programs. AbstrakPendidikan selalu berkaitan erat dengan kegiatan membaca. Kegiatan ini selalu menjadi salah satu point utama yang mendukung lancarnya proses pendidikan. Kemampuan membaca sering disebut dengan kegiatan Literasi. Kenyataan yang dihadapi oleh Indonesia selama ini adalah rendahnya penguasaan literasi, dibuktikan melalui survei Programme for International Student Assessment (PISA). Survei pada tahun 2018 menunjukkan bahwa nilai kompetensi Membaca/literasi, Indonesia berada dalam peringkat 72 dari 77 negara. Kenyataan ini sangat bertentangan dengan keadaan Ideal yang seharusnya. Untuk menghadapi permasalahan, banyak hal yang dapat diterapkan dalam proses pendidikan, baik itu dari jalur formal nonformal maupun informal. Kampung sinau merupakan salah satu kampung tematik yang berada di  kawasan Cemorokandang Kota Malang. Kegiatan belajar dilaksanakan dengan unik yang dapat menarik generasi muda khususnya, agar memperkaya khasanah literasi dan menjadikannya berdaya literasi, dikemas dengan kegiatan pemberdayaan masyarakat. Oleh karena itu peneliti tertarik untuk mengetahui bagaimana pemberdayaan masyarakat dalam menjadikan generasi muda berdaya literasi di kampung sinau. Pendekatan dan jenis penelitian yang digunakan oleh penelliti yakni pendekatan kualitatif  jenis studi kasus. Peneliti melaksanakan proses penelitan secara mendalam melalui  penelitian deskriptif kualitatif dengan jenis studi kasus. Penelitian ini dilaksanakan pada akhir tahun 2019 di Kampung Sinau Kota Malang. Hasil dari penelitian ini 1) Partisipasi masyarakat sangat dibutuhkan dalam keberhasilan program pemberdayaan, 2) Diperlukan tahapan-tahapan untuk melaksanakan pemberdayaan Masyarakat., 3) Diperlukan kerjasama dan inovasi untuk menciptakan masyarakat yang berdaya literasi. Saran dari Penelitian ini yakni Sebaiknya hasil penelitian ini dapat dijadikan bahan acuan untuk melakukan evaluasi dan pengembangan terhadap program serupa.

scholarly journals Translator Trainees’ Reading Literacy, Problem Solving, and Translation Skills A Comparative Study

2019 ◽  
Vol 11 (3) ◽  
pp. 141-157
Author(s):  
Gabriella Kovács ◽  
Katalin Harangus
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
International Student ◽  
Native Language ◽  
Student Assessment ◽  
Interdisciplinary Approach ◽  
Reading Literacy ◽  
Problem Solving Skills ◽  
International Student Assessment ◽  
Level Scale

AbstractLinguistic and cultural mediators, such as translators, interpreters, and language teachers, need complex and well-developed language skills in all the languages they work with. In this study, we examine the connections and correlations among the following skills: reading literacy in native language, reading literacy in foreign language, problem solving and translation. Three of these skills (reading in native and foreign language and problem solving) are evaluated on a three-level scale based on the three cognitive processes used in Programme for International Student Assessment (PISA) assessments (location of information, understanding, evaluation and reflection) (Organisation for Economic Co-operation and Development – OECD 2018). The methodology of measuring reading comprehension in native language and problem-solving skills has already been developed and applied by our research group (Pletl 2019, Harangus 2018); therefore, after assessing the foreign language reading literacy and translation skills, we will be able to analyse the translator trainees’ results based on the aforementioned three-level scale and examine possible connections and correlations between the different but interrelated skills. With an interdisciplinary approach, this study concentrates on revealing the overlaps and meeting points, the spaces in between the use of these skills.

scholarly journals PHILIPPINE K TO 12 CURRICULUM AND PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) 2018 READING LITERACY PARALLELISM AND TEACHING-LEARNING EXPERIENCES

2020 ◽  
Vol 6 (2) ◽  
pp. 275
Author(s):  
Aljon Galang
Keyword(s):  
Curriculum Design ◽  
International Student ◽  
Student Assessment ◽  
Instructional System ◽  
Literacy Skill ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Learning Competencies ◽  
Teaching Learning ◽  
K 12

Philippine K-12 Curriculum and Programme for International Student Assessment 2018 Reading Literacy Parallelism and Teaching-Learning Experiences.. Objectives: This study is made to capture the instructional system and learning milieu of the PISA 2018 Reading Literacy-Related Senior High School  Subjects aiming to evaluate its curriculum design and implementation.Methods: The study used Illuminative Evaluation Model to evaluate the curriculum design and implementation by gauging the instructional system through heat mapping and the learning milieu of teacher participants and graduate respondents through survey, interview, and researcher’s past observation. Findings: In the study, it was found out that: (a) the K to 12 program through the learning competencies is 28.64% parallel with the PISA 2018 Reading Literacy Skill Framework; (b) teachers implement the curriculum in which the Reading Literacy Skills are reflected even under various teaching-learning constraints.; (c) the graduate respondents (GRs) are good in terms of locating information but need improvement in evaluating and reflecting on and/or among texts specifically the skill ‘detecting and handling conflict’. Moreover, GRs associate learning the PISA 2018 Reading Literacy Skills the most from the subjects Reading and Writing Skills and Practical Research and the least from 21st Century Literature.Conclusion: The K-12 program through learning competencies is 28.64% parallel with PISA 2018 Reading Literacy Skill Framework. This shows one of the characteristics of the written curriculum or the instructional system. 

scholarly journals Acordes e dissonâncias do letramento científico proposto pelo PISA 2015

2017 ◽  
Vol 28 (68) ◽  
pp. 478
Author(s):  
Andrea Mara Vieira
Keyword(s):  
Scientific Literacy ◽  
Large Scale ◽  
International Student ◽  
Assessment Tool ◽  
Student Assessment ◽  
Educational Standards ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Palabras Clave ◽  
The One

<p>A nossa proposta é investigar a existência ou não de sintonia entre o conceito acadêmico de letramento científico e aquele previsto nos documentos do Programme for International Student Assessment (PISA) e nas normas educacionais. A despeito de toda complexidade e polissemia conceitual existente em torno do conceito de alfabetização/letramento científico, desenvolvemos uma análise teórico-comparativa desse conceito na forma como é concebido pelos especialistas, em comparação com o conceito de letramento científico previsto na base avaliativa do PISA 2015, considerando também a previsão normatizada pelas políticas públicas educacionais. Ao final, identificamos  menos  acordes  e, por variados motivos, mais dissonâncias, que podem servir como contributo para uma reflexão sobre a validade e  relevância  do PISA enquanto instrumento de avaliação, bem como sobre o tipo de aprendizagem a ser assegurada pelo nosso sistema educacional.</p><p><strong>Palavras-chave:</strong> Letramento Científico; Pisa; Políticas Públicas; Avaliação em Larga Escala.</p><p> </p><p><strong>Acordes y disonancias del letramento científico propuesto por el PISA 2015</strong></p><p>Nuestra propuesta es investigar la existencia o no de sintonía entre el concepto académico de letramento científico y el previsto en los documentos del Programme for International Student Assessment (PISA) y en las normas educacionales. A pesar de toda la complejidad y polisemia conceptual existentes en torno al concepto de alfabetización/letramento científico, desarrollamos un análisis teórico-comparativo de dicho concepto en la forma como es concebido por los especialistas, en comparación con el concepto de letramento científico previsto en la base evaluativa del PISA 2015, considerando también la previsión normalizada por las políticas públicas educacionales. Al final, identificamos menos acordes y, por variados motivos, más disonancias, que pueden servir como contribución para una reflexión sobre la validad y relevancia del PISA como instrumento de evaluación, así como sobre el tipo de aprendizaje que nuestro sistema educacional debe asegurar.</p><p><strong>Palabras-clave:</strong> Letramento Científico; Pisa; Políticas Públicas; Evaluación en Gran Escala.</p><p> </p><p><strong>Chords and dissonances of scientific literacy proposed by PISA 2015</strong></p><p>Our proposal is to investigate the harmony or lack of it between the academic concept of scientific literacy and the one stated in the documents of the Program for International Student Assessment (PISA) and in educational standards. Despite all complexity and conceptual polysemy around the concept of literacy/scientific literacy, we developed a theoretical comparative analysis of this concept as designed by experts, comparing it to the concept of scientific literacy laid down on the assessment basis of the PISA 2015, considering also the projection standardized by public educational policies. Finally, we identified less chords, and, for various reasons, more dissonance, that can serve as a contribution to discuss the validity and relevance of PISA as an assessment tool, as well as on the type of learning to be ensured by our educational system.</p><p><strong>Keywords:</strong> Scientific Literacy; Pisa; Public Policies; Large-Scale Assessment.</p>

A case of being the same? Australia and New Zealand’s reading in focus

2020 ◽  
Vol 64 (3) ◽  
pp. 243-263
Author(s):  
Megan C. Chamberlain ◽  
Emma J. Medina
Keyword(s):  
Sense Of Belonging ◽  
International Student ◽  
Contextual Information ◽  
Student Assessment ◽  
Reading Performance ◽  
Reading Literacy ◽  
Indigenous Students ◽  
Primary Schooling ◽  
International Student Assessment ◽  
Educational Challenges

Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries’ students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students’ average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes towards reading and sense of belonging at school, and increasing bullying. While there are similarities among the two countries’ 15-year-olds, evidence shows practices are diverging at the middle primary schooling level, which may be impacting positively on younger Australian cohorts; these differences are also discussed with respect to early reading experiences.

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