scholarly journals Examining school variables affecting PISA 2012 math achievement in Turkey and Shanghai-China

2017 ◽  
Vol 6 (4) ◽  
pp. 167-174
Author(s):  
Mustafa Kale
Keyword(s):  
International Student ◽  
Math Achievement ◽  
Student Assessment ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Math Scores ◽  
Model Research ◽  
School Variables ◽  
Research Population ◽  
The Difference

The main purpose of the research is to examine school variables that have effect on Programme for International Student Assessment (PISA) 2012 math achievement in Turkey and Shanghai-China. The research was designed in casual comparison model. Research population was constituted by student in age group of 15 in Turkey and Shanghai-China in 2012.The sample consists of 4848 students and 170 schools in Turkey and 5177 students and 155 schools in  Shanghai-China that participated in PISA 2012. Two-leveled Hierarchical Linear Modelling (HLM) was used to analyze data because the data collected in PISA 2012 had a hierarchical data structure. As a result of analysis, variability in math scores, 63% in Turkey and  47% in Shanghai-China, was found due to the difference between the mean math scores of schools. It was determined that  MACTIV, SCMATEDU and TCMORALE in Turkey and MACTIV, in Shanghai-China statistically affect on math achievement. Keywords: PISA, school administration, school variables, HLM

Fabrication of interview data

2018 ◽  
Vol 26 (2) ◽  
pp. 213-226 ◽  
Author(s):  
Jörg Blasius
Keyword(s):  
Survey Research ◽  
International Student ◽  
Student Assessment ◽  
Content Type ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Research Organizations ◽  
Using Data ◽  
Copy And Paste ◽  
Practical Implications

Purpose Evidence from past surveys suggests that some interviewees simplify their responses even in very well-organized and highly respected surveys. This paper aims to demonstrate that some interviewers, too, simplify their task by at least partly fabricating their data, and that, in some survey research institutes, employees simplify their task by fabricating entire interviews via copy and paste. Design/methodology/approach Using data from the principal questionnaires in the Programme for International Student Assessment (PISA) 2012 and the Programme for the International Assessment of Adult Competencies (PIAAC) data, the author applies statistical methods to search for fraudulent methods used by interviewers and employees at survey research organizations. Findings The author provides empirical evidence for potential fraud performed by interviewers and employees of survey research organizations in several countries that participated in PISA 2012 and PIAAC. Practical implications The proposed methods can be used as early as the initial phase of fieldwork to flag potentially problematic interviewer behavior such as copying responses. Originality/value The proposed methodology may help to improve data quality in survey research by detecting fabricated data.

scholarly journals Effects of Anchoring Vignettes on Comparability and Predictive Validity of Student Self-Reports in 64 Cultures

2017 ◽  
Vol 48 (3) ◽  
pp. 319-334 ◽  
Author(s):  
Jia He ◽  
Janine Buchholz ◽  
Eckhard Klieme
Keyword(s):  
Classroom Management ◽  
Predictive Validity ◽  
Low Socioeconomic Status ◽  
Teacher Support ◽  
International Student ◽  
Math Achievement ◽  
Student Assessment ◽  
Self Report ◽  
Anchoring Vignettes ◽  
International Student Assessment

Anchoring vignettes are item batteries especially designed for correcting responses that might be affected by incomparability. This article investigates the effects of anchoring vignettes on the validity of student self-report data in 64 cultures. Using secondary data analysis from the 2012 Programme for International Student Assessment (PISA), we checked the validity of ratings on vignette questions, and investigated how rescaled item responses of two student scales, Teacher Support and Classroom Management, enhanced comparability and predictive validity. The main findings include that (a) responses to vignette questions represent valid individual and cultural differences; in particular, violations in these responses (i.e., misorderings) are related to low socioeconomic status and low cognitive sophistication; (b) the rescaled responses tend to show higher levels of comparability; and (c) the associations of rescaled Teacher Support and Classroom Management with math achievement, Student-Oriented Instruction, and Teacher-Directed Instruction are slightly different from raw scores of the two target constructs, and the associations with rescaled scores seem to be more in line with the literature. Namely, the associations among all self-report Likert-type scales are weaker with rescaled scores, presumably reducing common method variance, and both rescaled scale scores are more positively related to math achievement. The country ranking also changes substantially; in particular, Asian cultures top the ranking on Teacher Support after rescaling. However, anchoring vignettes are not a cure-all in solving measurement bias in cross-cultural surveys; we discuss the technicality and directions for further research on this technique.

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 Repetência e indisciplina: evidências de Brasil e Portugal no Pisa 2012

2016 ◽  
Vol 46 (161) ◽  
pp. 614-636 ◽  
Author(s):  
Daniel Abud Seabra Matos ◽  
Maria Eugénia Ferrão
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
Pisa 2012

Resumo Este trabalho objetiva analisar o fenômeno da repetência escolar no Brasil e em Portugal, por meio dos dados do Programa Internacional de Avaliação de Estudantes [Programme for International Student Assessment] - Pisa 2012, e aplicar um modelo de regressão logística multinível tendo a repetência como variável dependente, no sentido de identificar características dos estudantes e das escolas que estejam associadas à probabilidade de repetência para estimar a variabilidade entre escolas. Dentre os principais resultados, a contribuição mais significativa deste estudo é explicitar uma clara associação entre repetência e indisciplina escolar. Pesquisas adicionais baseadas em dados longitudinais são necessárias para investigar aprofundadamente as características dos estudantes e das escolas que estejam associadas à mudança das condições de educação e que influenciam a probabilidade de repetência.

A Note on Construct Validity of the Anchoring Method in PISA 2012

2017 ◽  
Vol 36 (7) ◽  
pp. 709-724 ◽  
Author(s):  
Lazar Stankov ◽  
Jihyun Lee ◽  
Matthias von Davier
Keyword(s):  
Academic Achievement ◽  
Construct Validity ◽  
International Student ◽  
Student Assessment ◽  
Achievement Scores ◽  
Individual Level ◽  
Anchoring Vignettes ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Country Level

We examine construct validity of the anchoring method used with 12 noncognitive scales from the Programme for International Student Assessment (PISA) 2012 project. This method combines individuals’ responses to vignettes and self-rated scores based on Likert-type items. It has been reported that the use of anchoring vignettes can reverse country-level correlations between academic achievement scores and noncognitive measures from negative to positive, and therefore align them with the typically reported individual-level correlations. Using the PISA 2012 data, we show that construct validity of this approach may be open to question because the anchored scales produce a different set of latent dimensions in comparison with nonanchored scales, even though both scales were created from the same set of individual responses. We also demonstrate that only one of three vignettes may be responsible for the resolution of the “paradox” highlighting that the choice of vignettes may be more important than what was previously reported.

scholarly journals The intergenerational effect of parental enthusiasm for reading

2020 ◽  
Vol 28 (84) ◽  
pp. 239-259
Author(s):  
Jose G. Clavel ◽  
Mauro Mediavilla
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Reading Performance ◽  
Content Type ◽  
Explanatory Variables ◽  
Positive Effects ◽  
International Student Assessment ◽  
Reading For Pleasure ◽  
The Difference ◽  
The Impact

Purpose This paper aims to focus on how reading for pleasure is transmitted within the family. Using data taken from the Programme for International Student Assessment test of 2009, which dealt in depth with the reading proficiency of students, the authors show that children of parents who read for pleasure are better readers. Within the extensive research and published results on reading performance, the authors focused on the transmission of parents’ reading attitudes to their children. Design/methodology/approach In this study, the authors have opted for an approach of “difference in differences”, applied to a population that represents all 15-year-olds from five countries (Germany, Denmark, Hungary, Italy and Portugal). To support this study, the authors chose as a response variable the difference between reading performance and maths performance of each student, taking into account five plausible values for each student. The authors have several explanatory variables, among them what we call the “treatment”, which is the parents’ enthusiasm for reading. Findings The calculated estimations clearly indicate that there is a positive effect for four out of the five countries analysed, ranging from 4 points for Italy to 6.5 points for Germany and Portugal. As for the significance of the effect, with the exception of Hungary, the result is reliable and robust. It should also be noted that the variable that indicates the existence of a reading habit by children (daily reading for pleasure) is seen as a factor that positively affects the difference between competence in reading and mathematics in four out of the five countries analysed. Originality value The results show positive effects on children whose parents read for pleasure, and this fact should be used to further encourage parents to promote their own reading time for pleasure. In view of the already quantified trend in international reports that adults are reading less, it seems crucial to involve educational authorities in reversing this phenomenon, knowing the impact that adult reading habits have on the reading competence of young people.

scholarly journals Students’ Math Self-Concept, Math Anxiety, and Math Achievement: The Moderating Role of Teacher Support

2021 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Satoshi Oda ◽  
Chiaki Konishi ◽  
Takashi Oba ◽  
Tracy K. Y. Wong ◽  
Xiaoxue Kong ◽  
...  
Keyword(s):  
Emotional Support ◽  
Teacher Support ◽  
International Student ◽  
Math Achievement ◽  
Math Anxiety ◽  
Student Assessment ◽  
Self Concept ◽  
Instrumental Support ◽  
International Student Assessment

This study explored the moderating roles of teacher instrumental and emotional support on the association between students’ math anxiety/math self-concept and math achievement. Participants included 21,544 Canadian students aged 15 years (10,943 girls) who participated in the 2012 Program for International Student Assessment. Results indicated that instrument support and emotional support were positively associated with math achievement. A significant moderation effect was evident between instrumental support and math anxiety; higher levels of instrumental support were associated with higher math achievement at low levels of math anxiety. Emotional support did not interact with math anxiety or math self-concept. The present findings highlight the importance to consider not only individual factors (i.e., math anxiety and math self-concept) but also the role of teacher support in supporting math achievement. 

Analyzing the Achievement and Isolation of Immigrant and U.S.-Born Students: Insights From PISA 2012

2017 ◽  
Vol 31 (6) ◽  
pp. 830-857
Author(s):  
Jeanne M. Powers ◽  
Margarita Pivovarova
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
School Experiences ◽  
Policy Implications ◽  
School Factors ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Political Debates ◽  
Research And Policy

The 2016 Presidential election and the first months of the Trump administration have propelled immigration to the center of U.S. political debates. We use data from the Programme for International Student Assessment (PISA) 2012 to provide insights into the school experiences of high school–age immigrants and their U.S.-born peers. Our findings indicate that the immigrant–U.S.-born achievement gap is a race and wealth gap, and is also mediated by school factors. We also found that a substantial number of U.S.-born students attended schools that did not enroll immigrant students. We conclude by highlighting the research and policy implications of our findings.

scholarly journals A “Win-Win Exercise”? Eastern European Children in Western Europe

2020 ◽  
Author(s):  
Nathan Isaac Hoffmann
Keyword(s):  
International Student ◽  
Western Europe ◽  
Causal Effect ◽  
Student Assessment ◽  
Migrant Children ◽  
Socioeconomic Background ◽  
International Student Assessment ◽  
Math Scores ◽  
Science Scores ◽  
The Impact

Since the end of the Cold War, millions of migrants from Eastern Europe have sought better opportunities in Western European countries, yet few studies have assessed the impact of such moves on these migrants' children. This study implements a causal inference design relying on propensity score matching in order to isolate a causal effect of migration on children’s educational outcomes. It analyzes Programme for International Student Assessment (PISA) scores from 2012, 2015, and 2018 for children born in Albania, Estonia, Poland, Romania, Russia, and the seven Former Yugoslavian countries and living in Austria, Denmark, Finland, Germany, Luxembourg, the Netherlands, Switzerland, and the United Kingdom. Compared to their counterparts who remained in their countries of origin, migrant children attain lower reading, math, and science scores. Once immigrant children are matched to non-immigrants with similar propensities to migrate -- estimated based on family and socioeconomic background -- the disparity for math scores disappears, while those for reading and science remain. Children who migrate from within the EU, at older ages, who speak a foreign language at home, and who are female face greater disparities. This paper shows the need for policymakers and educational administrators to better handle the negative academic effects that migration can have on children from within Europe.

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