SCHOOL LOCATION AND EDUCATIONAL QUALITY: FINDINGS FROM INTERNATIONAL LARGE-SCALE STUDENT ACHIEVEMENT STUDIES AND NATIONAL SCHOOL LEAVING EXAMINATIONS

2021 ◽  
Author(s):  
Rimantas Zelvys ◽  
Rita Dukynaite ◽  
Audrone Jakaitiene
Keyword(s):  
Student Achievement ◽  
Large Scale ◽  
Educational Quality ◽  
School Location ◽  
National School

Math coaches, specialists, and student achievement: Learning from the data

2020 ◽  
Vol 102 (3) ◽  
pp. 42-45
Author(s):  
Kristin E. Harbour ◽  
Evthokia Stephanie Saclarides
Keyword(s):  
Student Achievement ◽  
Teaching And Learning ◽  
Large Scale ◽  
Elementary Mathematics ◽  
National Assessment ◽  
Mathematics Coaches ◽  
Professional Development Model ◽  
Using Data ◽  
The Relationship ◽  
Practical Implications

To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments

2019 ◽  
Vol 44 (6) ◽  
pp. 752-781
Author(s):  
Michael O. Martin ◽  
Ina V.S. Mullis
Keyword(s):  
Student Achievement ◽  
Large Scale ◽  
International Student ◽  
Variance Estimation ◽  
International Association ◽  
Student Assessment ◽  
Population Sampling ◽  
International Student Assessment ◽  
International Assessments ◽  
Matrix Sampling

International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement’s Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development’s Program for International Student Assessment that have come to prominence over the past 25 years owe a great deal in methodological terms to pioneering work by National Assessment of Educational Progress (NAEP). Using TIMSS as an example, this article describes how a number of core techniques, such as matrix sampling, student population sampling, item response theory scaling with population modeling, and resampling methods for variance estimation, have been adapted and implemented in an international context and are fundamental to the international assessment effort. In addition to the methodological contributions of NAEP, this article illustrates how the large-scale international assessments go beyond measuring student achievement by representing important aspects of community, home, school, and classroom contexts in ways that can be used to address issues of importance to researchers and policymakers.

scholarly journals La política de ingreso a la carrera docente en México: Resultados de una supuesta idoneidad

2018 ◽  
Vol 26 ◽  
pp. 5 ◽  
Author(s):  
Graciela Cordero Arroyo ◽  
Jose Alfonso Jimenez Moreno
Keyword(s):  
Primary Schools ◽  
Large Scale ◽  
Teaching Profession ◽  
Educational Quality ◽  
Teaching Performance ◽  
Teaching Career ◽  
Educational Levels ◽  
Teaching Function ◽  
Professional Teaching ◽  
Large Scale Tests

As a consequence of the Mexican Educational Reform of 2013, the educational system allows the entry into teaching in presschools and primary schools to professionals without preservice teacher education, as long as they demonstrate their suitability through two large-scale tests. This article describes and analyzes the implementation of the tests used in the evaluation of admission to the professional teaching service at these educational levels, and in addition, presents empirical evidence of the results of the process of entering the teaching career as a basis to question the alleged suitability in the evaluation results, both nationally and in a federal entity in the northwest of the country. Two references are observed that define the suitability of the teaching performance. The first is an instrument called Profiles, Parameters and Indicators, which serves as a general ideal of what is expected by the teaching function. The second, the standards defined in the measurement process itself. The conclusion addresses the need to review the process of evaluation of the admission to the teaching career in Mexico, as well as to analyze the implications for the devaluation of the teaching profession and the desired educational quality that the entry of professionals without the appropriate training can bring.

scholarly journals Linking Instruction and Student Achievement. A research design for a new generation of classroom studies

2017 ◽  
Vol 11 (3) ◽  
pp. 10 ◽  
Author(s):  
Kirsti Klette ◽  
Marte Blikstad-Balas ◽  
Astrid Roe
Keyword(s):  
Student Achievement ◽  
Large Scale ◽  
Classroom Practices ◽  
Instructional Quality ◽  
Theoretical Background ◽  
Video Data ◽  
Data Sources ◽  
Future Research ◽  
Ongoing Research ◽  
Achievement Data

AbstractEducational research into instructional quality would benefit from macro- and meso-level instructional data – such as achievement data or large-scale student surveys – in relation to data from the micro level – such as detailed analyses of classroom practices. Several scholars have specifically asked for studies that correlate achievement data with records of learning processes and teaching strategies, and ongoing projects attempting to do so have shown promising results. Linking different data sources on instructional quality is quite demanding because it requires a concerted effort by researchers from different fields of expertise and different traditions. A main ambition of our ongoing research project is precisely to advance such integration. As the title of the project reveals, we are dedicated to Linking Instruction and Student Achievement (LISA). In this article, we start by providing a theoretical background and status of knowledge related to instructional quality. We go on to argue that video data has shown particular promise in studies aiming to obtain systematic data from a range of classrooms in order to compare classroom practices. We then present the three components of the LISA project’s design – student perception surveys, systematic classroom observation, and achievement gains in national tests – and the value of combining these three data sources. Finally, we will outline some of our findings thus far and point to future research possibilities.Key words: instructional quality; classroom practices; video studies; mathematics; language arts Å koble undervisning med elevprestasjoner - Forskningsdesign for en ny generasjon klasseromsstudierSammendragFor å studere undervisningskvalitet vil det være en fordel å kombinere data fra et makro og meso- nivå  med detaljerte studier av hva som skjer i klasserommet. Flere har etterlyst studier som ser på sammenhenger mellom målbar faglig fremgang og lærerens undervisning. Å få til slike studier er krevende, da det forutsetter et tett samarbeid mellom forskere fra ulike felt med ulik ekspertise innenfor nokså ulike forskningstradisjoner. En hovedambisjon i vårt pågående forskningsprosjekt er nettopp å få til en slik integrasjon. Som tittelen avslører, er vi dedikert til «Linking Instruction and Student Achievement (LISA)». I denne artikkelen presenterer vi det teoretiske og empiriske grunnlaget knyttet til undervisningskvalitet. Videre argumenterer vi for verdien av videodata i studier som sammenligner undervisningspraksiser fra ulike klasserom på en systematisk måte. Deretter presenterer vi de tre datakildene i LISA-prosjektets forskningsdesign – spørreskjemaer til elever om deres oppfatninger om lærerens undervisning, systematiske klasseromsobservasjoner, og målt fremgang på nasjonale prøver i lesing og regning. Verdien av å kombinere nettopp disse tre datakildene vil også bli diskutert. Avslutningsvis deler vi noen av våre tidlige forskningsfunn.Nøkkelord: undervisningskvalitet; klasseromspraksis; video studier; matematikk; norskfaget

scholarly journals INTERPRETING LARGE SCALE NATIONAL LEVEL ASSESSMENT DATA IN MATHEMATICS BY USING RASCH ANALYSIS

2020 ◽  
Vol 3 ◽  
pp. 457
Author(s):  
Pāvels Pestovs ◽  
Dace Namsone
Keyword(s):  
Student Achievement ◽  
General Education ◽  
Large Scale ◽  
National Level ◽  
School Level ◽  
Minimum Level ◽  
Assessment Data ◽  
Depth Analysis ◽  
Improve Student Achievement ◽  
The Impact

Latvia is undergoing a nation-wide curriculum reform in general education, with an aim to help students to develop 21st century skills. In order to successfully implement reform, not only teacher performance in the classroom is important, but also the transformation of the school culture is of high priority. One of the key dimensions that is characteristic for a school as learning organization culture is whether it has data-driven culture and is using data on continuous basis to improve student achievement. Large scale national level assessment data is used for many different purposes, however, this data only rarely is recognised as useful data source for planning actions to improve student achievement at school level. Authors argue that in different grades average performance of students cannot be compared in a meaningful way to develop action plan and evaluate the impact of the initiatives at the school level. It is based on the issues rising from varying difficulty level of the tests and different skills, which are being assessed. The study design is based on in-depth analysis of items of large-scale national level assessment in mathematics, defining minimum level of competency of mathematics and calculating percentage of students in school with minimum level of competence in a cohort. This analysis is conveyed for the students of 3rd, 6th and 9th grade by using Rasch model, thus allowing to effectively monitor the student performance during the general education and use of data to make informed decisions.  

Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science

2003 ◽  
Vol 25 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Laura S. Hamilton ◽  
Daniel F. McCaffrey ◽  
Brian M. Stecher ◽  
Stephen P. Klein ◽  
Abby Robyn ◽  
...  
Keyword(s):  
Student Achievement ◽  
Educational Reform ◽  
Instructional Practices ◽  
Outcome Measures ◽  
Classroom Practice ◽  
Large Scale ◽  
National Science ◽  
Based Instruction ◽  
Study Sites ◽  
Mathematics And Science

A number of challenges are encountered when evaluating a large-scale, multisite educational reform aimed at changing classroom practice. The challenges include substantial variability in implementation with little information on actual practice, lack of common, appropriate outcome measures, and the need to synthesize evaluation results across multiple study sites. This article describes an approach to addressing these challenges in the context of a study of the relationships between student achievement and instructional practices in the National Science Foundation’s Systemic Initiatives (SI) program. We gathered data from eleven SI sites and investigated relationships at the site level and pooled across sites using a planned meta-analytic approach. We found small but consistent positive relationships between teachers’ reported use of standards-based instruction and student achievement. The article also describes the ways in which we addressed the challenges discussed, as well as a number of additional obstacles that need to be addressed to improve future evaluations of large-scale reforms.

Choosing the Appropriate Unit for Investigating School Effects

1977 ◽  
Vol 21 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Leigh Burstein ◽  
Ian D. Smith
Keyword(s):  
Student Achievement ◽  
Science Achievement ◽  
Large Scale ◽  
School Effects ◽  
Unit Of Analysis ◽  
Aggregated Data ◽  
Factors Influencing

Problems associated with the analysis and interpretation of aggregated data in school effects research are discussed. The multilevel character of school effects research is described. Data from the IEA Six-Subjects Survey of Science Achievement in Australia are used to illustrate the differences in between-student and between-school models of the factors influencing student achievement. The conceptual and statistical aspects of selecting the appropriate unit of analysis are discussed. Recommendations are given for collecting and analysing data in future large-scale investigations of schooling.

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