scholarly journals Evidence and Promises of AI Predictions to Understand Student Approaches to Math Learning in Abu Dhabi K12 Public Schools

2021 ◽  
Author(s):  
Xin Miao ◽  
Pawan Kumar Mishra ◽  
Ali Nadaf
Keyword(s):  
Public Schools ◽  
Test Performance ◽  
Student Behavior ◽  
International Student ◽  
Student Assessment ◽  
Abu Dhabi ◽  
Metacognitive Skills ◽  
Math Learning ◽  
National Education ◽  
International Student Assessment

Transforming the education system and building highly skilled human capital for a sustainable and competitive knowledge economy have been on the UAE’s top policy agendas for the last decade. However, in the UAE, students’ math performance on the Program for International Student Assessment (PISA) has not been promising. To improve the quality of schooling, a series of malleable predictive factors including the contributions of self-system, metacognitive skills, and instructional language skills are selected and categorized under student approaches to math learning. These factors are hypothesized as both predictors and outcomes of K12 schooling. Through the analysis using machine learning technique, XGBoost, a latent relationship between student approaches to math learning and math diagnostic test performance is uncovered and discussed for students from Grade 5 to Grade 9 in Abu Dhabi public schools. This article details how the analysis results are applied for student behavior and performance prediction, precise diagnosis, and targeted intervention design possibilities. The main purpose of this study is to diagnose challenges that hinder student math learning in Abu Dhabi public schools, uncover R&D initiatives in AI-driven prediction and EdTech interventions to bridge learning gaps, and to counsel on national education policy refinement.

Never Waste a Crisis: Understanding the Welsh Policy Response to PISA in the Context of the Globally Structured Reform Agenda

2017 ◽  
Vol 19 (1) ◽  
pp. 182-191
Author(s):  
Lizzie Swaffield
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Education Systems ◽  
National Education ◽  
Reform Agenda ◽  
International Student Assessment ◽  
National Education Systems ◽  
Modes Of Governance ◽  
The Impact

This article considers the nature of the globally structured reform agenda including the role of international organisations and the development of new supra-national modes of governance. It discusses the impact of this agenda on education policy within national education systems with a particular focus on the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) as an example of the globally structured reform agenda. It explores the role PISA has in global educational governance and in influencing the transfer of policy between education systems. Policy responses to PISA are critically discussed with a particular focus on the response in Wales. It is argued that new supra-national modes of governance shape education systems and the transfer of policy between them, but that they are also used as a tool to further domestic political agendas in order to bring about reforms.

The political decision on Portugal’s entry into PISA: A research note

2020 ◽  
pp. 147821032097153
Author(s):  
Teresa Teixeira Lopo
Keyword(s):  
Education Policy ◽  
International Student ◽  
Student Assessment ◽  
The Political ◽  
Political Decision ◽  
Political Actors ◽  
National Education ◽  
International Student Assessment ◽  
First Results ◽  
The Government

In this article we carry out a preliminary reconstitution of the genealogy of the political decision to integrate Portugal in PISA (Programme for International Student Assessment), promoted by the Organisation for Economic Co-operation and Development, made in 1999 and implemented in 2000. For this we used a comprehensive analysis of newspaper articles, legal texts and documents on education policy as well as of interviews with relevant political actors. The first results of this analysis suggest that the decision, which was not unanimous among the government members with responsibilities in the education field, was taken by normative emulation, and aimed to consolidate a particular direction of the national education policy.

scholarly journals A área de ciências nas avaliações internacionais de larga escala

2017 ◽  
Vol 28 (68) ◽  
pp. 512
Author(s):  
Lenice Medeiros ◽  
Alexandre Jaloto ◽  
André Vitor Fernades dos Santos
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Science Field ◽  
National Education ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Palabras Clave ◽  
Brazilian Students ◽  
Conceptual Foundations

<p>O artigo procura abordar os aspectos pedagógicos das avaliações internacionais que contam com a área de Ciências, focalizando especialmente a última edição do Programa Internacional de Avaliação de Estudantes (PISA) e o Terceiro Estudo Regional Comparativo e Explicativo (TERCE). São apresentados e discutidos os alicerces conceituais e procedimentais desses estudos e alguns resultados relativos ao desempenho dos estudantes brasileiros. Nesse sentido, problematizam-se os limites e as possibilidades de uso desses dados para a formulação de políticas educacionais que impactam o ensino de Ciências, tais como a Base Nacional Curricular Comum (BNCC) e as avaliações previstas no Plano Nacional da Educação (PNE).</p><p><strong>Palavras-chave:</strong> Avaliação em Larga Escala; Ensino de Ciências; Pisa; Terce.</p><p>  </p><p><strong>El área de ciencias en las evaluaciones internacionales de gran escala</strong></p><p>El artículo pretende abordar los aspectos pedagógicos de las evaluaciones internacionales que cuentan con el área de Ciencias, enfocando especialmente la última edición del Programa Internacional de Evaluación de Estudiantes (PISA) y el Tercer Estudio Regional Comparativo y Explicativo (TERCE). Se presentan y discuten las bases conceptuales y procedimentales de estos estudios y algunos resultados relativos al desempeño de los estudiantes brasileños. En este sentido se problematizan los límites y las posibilidades de uso de estos datos para la formulación de políticas educacionales que impactan la enseñanza de Ciencias, como la Base Nacional Curricular Común (BNCC) y las evaluaciones previstas en el Plan Nacional de la Educación (PNE).</p><p><strong>Palabras-clave:</strong> Evaluación en Gran Escala; Enseñanza de Ciencias; Pisa; Terce.</p><p> </p><p><strong>The science field in international large-scale assessments</strong></p><p>This article aims to address the pedagogical aspects of international assessments that include the Science field, focusing especially on the last edition of the Program for International Student Assessment (PISA) and the Third Regional Comparative and Explanatory Study (TERCE). The procedural and conceptual foundations of these studies and some results concerning the performance of Brazilian students are presented and discussed here. Therefore, the limits and the possibilities of using these data for the formulation of educational policies that impact the teaching of sciences, such as the Common National Curricular Base (BNCC) and the assessments provided for in the National Education Plan (PNE) are discussed.</p><p><strong>keywords:</strong> Large-Scale Assessment; Science Education; Pisa; Terce</p>

Cultural Diversity in the Classroom and its Effects on Academic Performance

2010 ◽  
Vol 41 (4) ◽  
pp. 230-237 ◽  
Author(s):  
Paul N’Dri Konan ◽  
Armand Chatard ◽  
Leila Selimbegović ◽  
Gabriel Mugny
Keyword(s):  
Academic Performance ◽  
Cultural Diversity ◽  
Test Performance ◽  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
Educational Institutions ◽  
International Student Assessment ◽  
Oecd Pisa ◽  
And Mathematics

Drawing on data from the Organization for Economic Cooperation and Development’s Program for International Student Assessment (OECD/PISA), we examined the relationship between the percentage of immigrant students and the reading and mathematics performances of native and immigrant students across nations. In line with research on cultural diversity, results indicated performance benefits as the percentage of immigrant students increased across nations. Interestingly, these effects remained significant for both native and immigrant students, once several other predictors of test performance at the national, school, and individual levels were controlled for. These findings challenge the assumption that the increasing presence of immigrant students in educational institutions represents a threat to native students’ academic performance. Potential mechanisms are proposed and discussed, offering new avenues for research.

A game of thrones: Organising and legitimising knowledge through PISA research

2017 ◽  
Vol 16 (6) ◽  
pp. 869-884
Author(s):  
Christina E Mølstad ◽  
Daniel Pettersson ◽  
Eva Forsberg
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
National Education ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
The Usa ◽  
Pisa Data ◽  
Research Accountability ◽  
Game Of Thrones

This study investigates knowledge structures and scientific communication using bibliometric methods to explore scientific knowledge production and dissemination. The aim is to develop knowledge about this growing field by investigating studies using international large-scale assessment (ILSA) data, with a specific focus on those using Programme for International Student Assessment (PISA) data. As international organisations use ILSA to measure, assess and compare the success of national education systems, it is important to study this specific knowledge to understand how it is organised and legitimised within research. The findings show an interchange of legitimisation, where major actors from the USA and other English-speaking and westernised countries determine the academic discourse. Important epistemic cultures for PISA research are identified: the most important of which are situated within psychology and education. These two research environments are epicentres created by patterns of the referrals to and referencing of articles framing the formulation of PISA knowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorising, which raises questions about whether research accountability leads to ‘a game of thrones’, where rivalry going on within the scientific field concerning how and on what grounds ‘facts’ and ‘truths’ are constructed, as a continuing process with no obvious winner.

scholarly journals Education, Science and Technology in Mexico: Challenges for Innovation

2017 ◽  
Vol 10 (5) ◽  
pp. 115 ◽  
Author(s):  
Fernando Carlos Gómez-Merino ◽  
Libia Iris Trejo-Téllez ◽  
Maria Esther Méndez-Cadena ◽  
Aleida Selene Hernández-Cázares
Keyword(s):  
Education System ◽  
International Student ◽  
Science And Technology ◽  
Student Assessment ◽  
Innovation Process ◽  
Doctoral Degree ◽  
Current Status ◽  
National Education ◽  
International Student Assessment ◽  
Education Science

The innovation process is founded on a high-quality education system at all levels, which trains scientists and technologists capable of generating innovations. Education is the most decisive factor in human development, yet in Mexico current statistics reveal a critical situation at every educational level, as only 1 out of every 10 children entering elementary school obtains a university degree, and less than 0.01% of the population holds a doctoral degree. In addition, international tests such as the Programme for International Student Assessment (PISA) reflect the low educational performance of Mexican students in several subject areas. The deficiencies found in the national education system negatively impact innovation indicators. Although there have been major initiatives to reverse underperformance in education, science, technology and innovation (STI), the country has actually seen its global competitiveness ranking fall from 55th in 2013 to 57th in 2015, and structural reforms in education, science and technology proposed since 2012 have still not been successfully implemented. This paper analyses the current status of the education and STI systems in Mexico and sets out some strategies to improve public policies to profit from the great competitive advantages that Mexico has as an emerging economy, with about 52 million economically active people and great untapped potential if innovations policies are implemented successfully.

The Reliability of Trends over Time in International Education Test Scores: Is the Performance of England's Secondary School Pupils Really in Relative Decline?

2012 ◽  
Vol 42 (2) ◽  
pp. 259-279 ◽  
Author(s):  
JOHN JERRIM
Keyword(s):  
Secondary School ◽  
International Education ◽  
Test Performance ◽  
International Student ◽  
Student Assessment ◽  
Educational Systems ◽  
International Student Assessment ◽  
Data Limitations ◽  
Over Time ◽  
Secondary School Pupils

AbstractThe Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) are respected cross-national studies of pupil achievement. They have been specifically designed to study how countries’ educational systems are performing against one another, and how this is changing over time. These are, however, politically sensitive issues, where different surveys can produce markedly different results. This is shown via a case study for England, where apparent decline in PISA test performance has caused policymakers much concern. Results suggest that England's drop in the PISA ranking is not replicated in TIMSS, and that this contrast may be due to data limitations in both surveys. Consequently, I argue that the current coalition government should not base educational policies on the assumption that the performance of England's secondary school pupils has declined over the past decade.

scholarly journals THE DYNAMIC OF GROWTH OF ACHIEVEMENT IN MATHEMATICS OF LATVIAN SCHOOL LEARNERS: ANALYSIS OF INTERNATIONAL RESEARCH

2012 ◽  
Vol 5 (2) ◽  
pp. 28-37
Author(s):  
Aļesja Šapkova
Keyword(s):  
Mathematics Education ◽  
Cognitive Skills ◽  
International Student ◽  
Student Assessment ◽  
National Education ◽  
International Student Assessment ◽  
International Comparative Research ◽  
The Status ◽  
International Comparative ◽  
Research In Mathematics Education

ABSTRACT Mathematics takes a specific place in the education of any country because the opportunities and success of youth in contemporary society are often dependent on their knowledge and skills exactly in the sphere of mathematics. Information about the status quo of mathematics education in the country is gained in international comparative research on education. The goal of the present research is to reflect the outcomes of the international project “Non-cognitive skills and Singapore learners - international comparison” organized by Singapore National Education Institute about the achievement of 2828 Latvian school learners of grade 9 in doing 12 mathematical sums. These outcomes were compared with Programme for International Student Assessment (PISA) 2003 research outcomes that, in turn, made it possible to predict the outcomes of PISA 2012 research in mathematics education as well as evaluate the efficiency of the new standard of education in Latvia in the first six years. The article will also regard the causes of the low achievement of Latvian learners in doing sums in mathematics.

scholarly journals The PISA performance gap between national and expatriate students in the United Arab Emirates

2020 ◽  
Author(s):  
Jose Marquez ◽  
Louise Lambert ◽  
Natasha Ridge ◽  
Stuart Walker
Keyword(s):  
Public Schools ◽  
United Arab Emirates ◽  
Private Schools ◽  
International Student ◽  
Linear Regression Analysis ◽  
Student Assessment ◽  
School Type ◽  
International Student Assessment ◽  
Immigrant Background ◽  
Using Data

In most education systems, students with an immigrant background perform worse academically compared to native students. However, in the United Arab Emirates (UAE), differences emerge in the opposite direction and the national-expatriate gap in academic competence is equivalent to almost three years of schooling. This gap is a concern in the UAE, where national students mainly attend public schools and expatriates, mostly private schools. To investigate the competence gap between national and expatriate students, we estimate group differences and conduct linear regression analysis using data from the 2018 Programme for International Student Assessment. Results show that the gap varies by emirate and country of origin and is greater among boys, better-off students and in private schools. Between 33% and 47% of this gap is explained by school type, whether public or private. We offer recommendations; however, in a country characterized by 85% expatriates and a maturing education policy, challenges remain, but may serve to pave the way for other high expatriate nations in development.

Latin American education failings weigh on progress

2020 ◽  
Keyword(s):  
Latin American ◽  
International Student ◽  
Student Assessment ◽  
Well Being ◽  
Economic Life ◽  
American Education ◽  
Education Systems ◽  
Content Type ◽  
National Education ◽  
International Student Assessment

Subject Latin American education. Significance The OECD published the results of its Programme for International Student Assessment (PISA) 2018 on December 3. The study assesses to what extent 15-year-old pupils have acquired the necessary knowledge and skills to participate in social and economic life. Covering 79 national education systems, the assessment measures students’ performance in three subjects: reading, maths and science. The 2018 report also included computer familiarity and well-being questionnaires. Students in the ten Latin American countries that participated in the study performed below average and were significantly behind the top performers. Impacts Education systems in Latin America are failing to provide the right skills for the workforce in the current labour market. Poor security conditions in some areas will adversely affect access to education, with crime preventing pupils from attending school. Without long-term strategies stretching beyond governmental terms, the region will struggle to boost enrolment and completion rates.

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