scholarly journals Similarity of TIMSS Math and Science Achievement of Nations

2001 ◽  
Vol 9 ◽  
pp. 33 ◽  
Author(s):  
Algirdas Zabulionis
Keyword(s):  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Massive Data ◽  
Science Study ◽  
Data Set ◽  
Test Items ◽  
Massive Data Set ◽  
Math And Science ◽  
Mathematics And Science

In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA) undertook a Third International Mathematics and Science Study (TIMSS) in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy) for the students from a particular country (or group of countries). Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

scholarly journals TIMSS 2019 Australia. Volume I: Student performance

2020 ◽  
Author(s):  
Sue Thomson ◽  
Nicole Wernert ◽  
Sima Rodrigues ◽  
Elizabeth O'Grady
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Educational Goals ◽  
Australian Council ◽  
Ministerial Council ◽  
International Comparative ◽  
Mathematics And Science

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

scholarly journals Evaluating the alignment between the Grade 9 mathematics Annual National Assessment and the TIMSS test items

2021 ◽  
Vol 41 (3) ◽  
pp. 1-13
Author(s):  
Zwelithini Bongani Dhlamini
Keyword(s):  
Statistical Significance ◽  
Science Study ◽  
National Assessment ◽  
International Context ◽  
Test Items ◽  
Enacted Curriculum ◽  
Theoretical Perspectives ◽  
Cognitive Levels ◽  
Alpha Level ◽  
Mathematics And Science

In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS using 2 variables in the assessments, topics and cognitive levels. The research design was the correlational prediction design. The evaluation revealed that the Porter’s alignment index between ANA and TIMSS was 0.657 in 2012, 0.728 in 2013 and 0.681 in 2014. Statistically, this was significantly low at the Alpha level of 0.05, in accordance with Fulmer’s critical values at 20, 60 and 120 standard points. The low statistical significance of the alignment indices justifies discrepancies in topics and cognitive levels for ANA and TIMSS, justifying misalignment in what was tested in the two assessments. It is recommended that alignment studies be sanctioned frequently by the ANA developers as one of many measures to gauge the performance of the curriculum both in a national and international context.

scholarly journals The promiscuous and highly mobile resistome of a superbug

2021 ◽  
Author(s):  
Ismael Hernández-González ◽  
Valeria Mateo-Estrada ◽  
Santiago Castillo-Ramírez
Keyword(s):  
Population Dynamics ◽  
Gene Content ◽  
Massive Data ◽  
Nosocomial Pathogen ◽  
Data Set ◽  
Massive Data Set ◽  
The Individual ◽  
Global Threat ◽  
And Control ◽  
Global Population

AbstractAntimicrobial resistance (AR) is a major global threat to public health. Understanding the population dynamics of AR is critical to restrain and control this issue. However, no study has provided a global picture of the resistome of Acinetobacter baumannii, a very important nosocomial pathogen. Here we analyze 1450+ genomes (covering > 40 countries and > 4 decades) to infer the global population dynamics of the resistome of this species. We show that gene flow and horizontal transfer have driven the dissemination of AR genes in A. baumannii. We found considerable variation in AR gene content across lineages. Although the individual AR gene histories have been affected by recombination, the AR gene content has been shaped by the phylogeny. Furthermore, many AR genes have been transferred to other well-known pathogens, such as Pseudomonas aeruginosa or Klebsiella pneumoniae. Finally, despite using this massive data set, we were not able to sample the whole diversity of AR genes, which suggests that this species has an open resistome. Ours results highlight the high mobilization risk of AR genes between important pathogens. On a broader perspective, this study gives a framework for an emerging perspective (resistome-centric) on the genome epidemiology (and surveillance) of bacterial pathogens.

scholarly journals INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS

2014 ◽  
Vol 43 (5) ◽  
pp. 40-55
Author(s):  
Khalid Said Rabayah
Keyword(s):  
Technology Use ◽  
Primary Schools ◽  
International Association ◽  
International Study ◽  
Science Tests ◽  
Academic Achievements ◽  
Math And Science ◽  
Major Factors ◽  
The Impact ◽  
Mathematics And Science

The association between ICT diffusion and education is a subject of hot debate in both ICT and educational circles. Stances range from positive enthusiast, to skeptics, to disbelievers vis-a-vis the impact of ICT on students’ achievements. The purpose of this paper is to investigate the presence of any correlation between students’ academic achievements as recorded by Trends in International Mathematics and Science (TIMMS 2011) and the penetration of ICT in their schools and households, with focus primarily on computers and the Internet. The paper relies on the analysis of the data published by the Trends in International Mathematics and Science Study (TIMMS 2011), international study center and the international association for the evaluation of educational achievements. Statistical data analysis will be employed to figure out whether there is any correlation between the penetration level of ICT and the students’ score in math and science tests as recorded by the TIMMS 2011 international scale. The analysis conducted within the scope of this research indicates the lack of any association between ICT use and students achievements in math and science subjects. Though the linkage between students’ achievements is not a straightforward issue that can be uncovered via simple regression analysis, however, the results definitely indicate that employment of ICT in both schools and homes is an insignificant factor that can be easily offset by other major factors, like socio-economic conditions, instruction resources, teachers’ capabilities, or cultural factors.

scholarly journals Consistency of Findings Across International Surveys of Math & Science

2000 ◽  
Vol 8 ◽  
pp. 43 ◽  
Author(s):  
Michael O'Leary et al ◽  
Thomas Kellaghan ◽  
George Madaus ◽  
Albert Beaton
Keyword(s):  
Science Achievement ◽  
Effect Sizes ◽  
Educational Progress ◽  
Science Study ◽  
The Third ◽  
International Assessment ◽  
Mean Differences ◽  
Mathematics And Science ◽  
Second International

The investigation reported in here was prompted by discrepancies between the performance of Irish students on two international tests of science achievement: the Second International Assessment of Educational Progress (IAEP2) administered in 1991 and the Third International Mathematics and Science Study (TIMSS) administered in 1995. While average science achievement for Irish 13-year-olds was reported to be at the low end of the distribution representing the 20 participating countries in IAEP2, it was around the middle of the distribution representing the 40 or so countries that participated in TIMSS at grades 7 and 8. An examination of the effect sizes associated with mean differences in performance on IAEP2 and TIMSS indicated that the largest differences are associated with the performance of students in France, Ireland and Switzerland. Five hypotheses are proposed to account for the differences.

Research on MapReduce-Based Rocchio Relevance Feedback in Massive Information Filtering

2014 ◽  
Vol 962-965 ◽  
pp. 2712-2715
Author(s):  
Wen Chuan Yang ◽  
Zhi Dong Shang ◽  
Zhi Cheng Zhang
Keyword(s):  
Relevance Feedback ◽  
Information Filtering ◽  
Classification Algorithms ◽  
Massive Data ◽  
Data Set ◽  
Massive Data Set ◽  
Hadoop Cluster ◽  
Feedback Algorithm ◽  
Massive Information ◽  
Mapreduce Paradigm

Traditional text classification algorithms have vital impact on information filtering. However, their performances were confined to a large extent in terms of the massive data set. This paper proposes an approach using MapReduce-based Rocchio relevance feedback algorithm, which improved the traditional Rocchio algorithm in the MapReduce paradigm, to resolve the problem of massive information filtering. The experiments on Hadoop cluster showed an effective improvement in performance by using the new method.

scholarly journals The Science of Sex Differences in Science and Mathematics

2007 ◽  
Vol 8 (1) ◽  
pp. 1-51 ◽  
Author(s):  
Diane F. Halpern ◽  
Camilla P. Benbow ◽  
David C. Geary ◽  
Ruben C. Gur ◽  
Janet Shibley Hyde ◽  
...  
Keyword(s):  
Sex Differences ◽  
Cognitive Abilities ◽  
Cultural Context ◽  
Science Achievement ◽  
Cultural Practices ◽  
Scientific Evidence ◽  
Wide Range ◽  
Math And Science ◽  
And Mathematics ◽  
Mathematics And Science

Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability—including the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There are no single or simple answers to the complex questions about sex differences in science and mathematics.

Validation of the International Reading Literacy Test

2007 ◽  
Vol 10 (1) ◽  
pp. 1-23
Author(s):  
Mieke van Diepen ◽  
Ludo Verhoeven ◽  
Cor Aarnoutse ◽  
Anna M.T. Bosman
Keyword(s):  
Educational Achievement ◽  
International Association ◽  
Field Testing ◽  
Text Structure ◽  
Assessment Instrument ◽  
Reading Literacy ◽  
Sentence Structure ◽  
Dutch Version ◽  
Test Items ◽  
Literacy Test

In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose. After field testing of the instrument, the final version of the Reading Literacy Test (RLT) was established. In two studies, the validity of the Dutch version of the RLT was examined. In the first study, comparison of the linguistic characteristics of the Dutch and English versions of the test showed the Dutch passages and items to contain both a greater number of words and longer words than the English passages and items. However, the use of more and longer words did not produce a higher level of complexity with respect to content, sentence structure, text structure, or test items as judged by a panel of bilingual experts. While the Dutch children had to read more and longer words than the English children, moreover, they had no problems finishing the test within the allocated amount of time. In the second study, the possible impact of the changes made after the field testing of the RLT was examined. The omission of passages and the modification or omission of test items were found to have no consequences for the psychometric properties of the Dutch version of the test were examined.

Detection for Approximately Duplicate Records Based on Fuzzy Comprehensive Evaluation

2013 ◽  
Vol 397-400 ◽  
pp. 2464-2468
Author(s):  
Li Juan Zhou ◽  
Zhe Xiao
Keyword(s):  
Evaluation Method ◽  
Comprehensive Evaluation ◽  
Fuzzy Comprehensive Evaluation ◽  
Massive Data ◽  
Data Set ◽  
Comprehensive Evaluation Method ◽  
Attribute Weight ◽  
Massive Data Set ◽  
Composition Factors

To solve the problem of attribute weight determination in the approximately duplicate records, we put forward a method based on fuzzy comprehensive evaluation to get attribute weight in data set. We first perform an analysis of the composition factors of attribute. Then we carry out an evaluation of their rank. Finally, we make a determination of the attribute weight using the fuzzy comprehensive evaluation method, on the basis of which the approximately duplicate records are detected. Theoretical analysis and experimental results show that the method can objectively determine all attributes weight, and effectively detect the approximately duplicate records in massive data set.

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