scholarly journals International Comparative Study of Statistics Learning Trajectories Based on PISA Data on Cognitive Diagnostic Models

2021 ◽  
Vol 12 ◽  
Author(s):  
Bing Jia ◽  
Zhemin Zhu ◽  
Hang Gao
Keyword(s):  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
Specific Area ◽  
Learning Trajectory ◽  
Diagnostic Model ◽  
Learning Trajectories ◽  
International Student Assessment ◽  
International Comparative ◽  
Pisa Data

The cognitive diagnosis model is an emerging evaluation theory. The mastery of fine-grained knowledge points of students can be obtained via the cognitive diagnostic model (CDM), which can subsequently describe the learning trajectory. The latter is a description of the learning progress of students in a specific area, through which teaching and learning can be linked. This research is based on nine statistical items in the Program for International Student Assessment (PISA) 2012 and an analysis of the response data of 30,092 students from 14 countries from four attributes based on CDM. Then, it obtains the learning trajectory of students in statistical knowledge. The study found that Bulgaria, Costa Rica, Peru, Mexico, and Serbia have the same learning trajectories. The learning trajectories of almost 14 countries are as follows: (1) uncertainty, (2) data handling, (3) statistical chart, and (4) average.

scholarly journals 2018 Australian TALIS-PISA Link Report

2021 ◽  
Author(s):  
Kylie Hillman ◽  
Sue Thomson
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
Background Characteristics ◽  
School Life ◽  
School Factors ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Pisa Data

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

Moving beyond Country Rankings in International Assessments: The Case of PISA

2015 ◽  
Vol 117 (1) ◽  
pp. 1-10
Author(s):  
Nancy Perry ◽  
Kadriye Ercikan
Keyword(s):  
Teaching And Learning ◽  
International Student ◽  
Research Policy ◽  
Student Assessment ◽  
Approaches To Learning ◽  
International Student Assessment ◽  
International Assessments ◽  
Motivation For Learning ◽  
Using Data ◽  
Pisa Data

The Programme for International Student Assessment (PISA) was designed by the Organisation for Economic Cooperation and Development (OECD) to evaluate the quality, equity, and efficiency of school systems around the world. Specifically, the PISA has assessed 15-year-old students’ reading, mathematics, and science literacy on a 3-year cycle, since 2000. Also, the PISA collects information about how those outcomes are related to key demographic, social, economic, and educational variables. However, the preponderance of reports involving PISA data focus on achievement variables and cross-national comparisons of achievement variables. Challenges in evaluating achievement of students from different cultural and educational settings and data concerning students’ approaches to learning, motivation for learning, and opportunities for learning are rarely reported. A main goal of this themed issue of Teachers College Record (TCR) is to move the conversation about PISA data beyond achievement to also include factors that affect achievement (e.g., SES, home environment, strategy use). Also we asked authors to consider how international assessment data can be used for improving learning and education and what appropriate versus inappropriate inferences can be made from the data. In this introduction, we synthesize the six articles in this issue and themes that cut across them. Also we examine challenges associated with using data from international assessments, like the PISA, to inform education policy and practice within and across countries. We conclude with recommendations for collecting and using data from international assessments to inform research, policy, and teaching and learning.

Moving beyond Country Rankings in International Assessments: The Case of PISA

2015 ◽  
Vol 117 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Nancy Perry ◽  
Kadriye Ercikan
Keyword(s):  
Teaching And Learning ◽  
International Student ◽  
Research Policy ◽  
Student Assessment ◽  
Approaches To Learning ◽  
International Student Assessment ◽  
International Assessments ◽  
Motivation For Learning ◽  
Using Data ◽  
Pisa Data

The Programme for International Student Assessment (PISA) was designed by the Organisation for Economic Cooperation and Development (OECD) to evaluate the quality, equity, and efficiency of school systems around the world. Specifically, the PISA has assessed 15-year-old students’ reading, mathematics, and science literacy on a 3-year cycle, since 2000. Also, the PISA collects information about how those outcomes are related to key demographic, social, economic, and educational variables. However, the preponderance of reports involving PISA data focus on achievement variables and cross-national comparisons of achievement variables. Challenges in evaluating achievement of students from different cultural and educational settings and data concerning students’ approaches to learning, motivation for learning, and opportunities for learning are rarely reported. A main goal of this themed issue of Teachers College Record (TCR) is to move the conversation about PISA data beyond achievement to also include factors that affect achievement (e.g., SES, home environment, strategy use). Also we asked authors to consider how international assessment data can be used for improving learning and education and what appropriate versus inappropriate inferences can be made from the data. In this introduction, we synthesize the six articles in this issue and themes that cut across them. Also we examine challenges associated with using data from international assessments, like the PISA, to inform education policy and practice within and across countries. We conclude with recommendations for collecting and using data from international assessments to inform research, policy, and teaching and learning.

scholarly journals 2018 Australian TALIS-PISA Link Report

2021 ◽  
Author(s):  
Kylie Hillman ◽  
Sue Thomson
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
Background Characteristics ◽  
School Life ◽  
School Factors ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Pisa Data

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

Principals and Student Achievement

2018 ◽  
pp. 84-117 ◽  
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

Efficacy of Grade Retention in Macao

2017 ◽  
Vol 6 (1) ◽  
pp. 57-80
Author(s):  
Yisu Zhou ◽  
Yi-Lee Wong
Keyword(s):  
Grade Retention ◽  
International Student ◽  
Learning Strategy ◽  
Student Assessment ◽  
Learning Trajectory ◽  
International Student Assessment ◽  
Teachers And Students ◽  
Negative Effect ◽  
Catch Up ◽  
Second Chance

Grade retention is widely used in Macao at the elementary and secondary levels. While many teachers and students believe retention gives low-performing students the opportunity to catch up, there is little empirical evidence to support such a claim. Using Programme in International Student Assessment 2009 (pisa, 2009) data, we examine the effect of grade retention on students’ learning time, learning strategy, metacognition, and academic achievement. We also analyze the influence of school policies to determine the net effect of retention. Our findings suggest that, contrary to conventional thinking, grade retention has a highly negative effect on the above factors. Students who repeated a grade did not benefit from this second chance, but rather were substantially held back in their learning trajectory. We suggest that schools in Macao shift their focus to designing programs that will help students with greater needs, rather than focusing exclusively on identifying such students.

Influence of Refugee Status Factors and Demographic Reporting on PISA Mathematics Scores in Germany

2019 ◽  
Vol 20 (1) ◽  
pp. 45-65
Author(s):  
Sam P.E. Hopp
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Refugee Status ◽  
Refugee Students ◽  
Mathematics Scores ◽  
Independent Variables ◽  
International Student Assessment ◽  
Pisa Data ◽  
Immigrant And Refugee ◽  
Negative Linear Relationship

The Programme for International Student Assessment (PISA) scores are a leading international measure of achievement. This study reviews German 2015 PISA data and imputes scores on income and time in nation to provide comparisons between native, immigrant and refugee students. This quantitative study uses cultural capital to explain the association of independent variables to PISA scores for students, revealing an unexpected negative linear relationship between those variables. The results and significance of this study may assist those involved in policy for refugee populations and inform the strategies of test protocols and measures in a new global student paradigm.

Principals and Student Achievement

2021 ◽  
pp. 1378-1404
Author(s):  
S. Marshall Perry ◽  
Karen M. Sealy ◽  
Héctor X. Ramírez-Pérez ◽  
Thomas C. DeNicola ◽  
Yair Cohen
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
School Context ◽  
School Level ◽  
International Student Assessment ◽  
Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

scholarly journals Do PISA data justify PISA-based education policy?

2017 ◽  
Vol 19 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Luisa Araujo ◽  
Andrea Saltelli ◽  
Sylke V. Schnepf
Keyword(s):  
International Student ◽  
Survey Methodology ◽  
Student Assessment ◽  
Content Type ◽  
Methodological Choices ◽  
International Student Assessment ◽  
Policy Domain ◽  
Heated Debate ◽  
Pisa Data ◽  
The Impact

Purpose Since the publication of its first results in 2000, the Programme for International Student Assessment (PISA) implemented by the OECD has repeatedly been the subject of heated debate. In late 2014 controversy flared up anew, with the most severe critics going so far as to call for a halt to the programme. The purpose of this paper is to discuss the methodological design of PISA and the ideological basis of scientific and policy arguments invoked for and against it. Design/methodology/approach The authors examine the soundness of the survey methodology and identify the conflicting interpretations and values fuelling the debate. Findings The authors find that while PISA has promoted the focus on the important subject of children's education worldwide there are legitimate concerns about what PISA measures, and how. The authors conclude that the OECD should be more transparent in the documentation of the methodological choices that underlie the creation of the data and more explicit about the impact of these choices on the results. More broadly, the authors advise caution in the attempt to derive and apply evidence-based policy in the domain of education; the authors furthermore propose an alternative model of social inquiry that is sensitive and robust to the concerns of the various actors and stakeholders that may be involved in a given policy domain. Originality/value The issues and tensions surrounding the PISA survey can be better understood in the framework of post-normal science (PNS), the application of which to the PISA controversy offers a potential solution to a stalemate.

scholarly journals Studying the relationship between anxiety and school achievement: evidence from PISA data

2021 ◽  
Author(s):  
Antonella D’Agostino ◽  
Francesco Schirripa Spagnolo ◽  
Nicola Salvati
Keyword(s):  
Test Anxiety ◽  
School Performance ◽  
International Student ◽  
School Achievement ◽  
Student Assessment ◽  
Emotional Reactions ◽  
Sampling Weights ◽  
International Student Assessment ◽  
Pisa Data ◽  
The Relationship

AbstractUsing the Programme for International Student Assessment (PISA) 2015 data for Italy, this paper offers a complete overview of the relationship between test anxiety and school performance by studying how anxiety affects the performance of students along the overall conditional distribution of mathematics, literature and science scores. We aim to indirectly measure whether higher goals increase test anxiety, starting from the hypothesis that high-skilled students generally set themselves high goals. We use an M-quantile regression approach that allows us to take into account the hierarchical structure and sampling weights of the PISA data. There is evidence of a negative and statistically significant relationship between test anxiety and school performance. The size of the estimated association is greater at the upper tail of the distribution of each score than at the lower tail. Therefore, our results suggest that high-performing students are more affected than low-performing students by emotional reactions to tests and school-work anxiety.

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