2018 Australian TALIS-PISA Link Report

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

Teachers College Record ◽

10.1177/016146811511700115 ◽

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 Assessments ◽

Motivation For Learning ◽

Using 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

Teachers College Record ◽

10.1177/016146811511700106 ◽

2015 ◽

Vol 117 (1) ◽

pp. 1-10 ◽

Cited By ~ 1

Author(s):

Nancy Perry ◽

Kadriye Ercikan

Keyword(s):

Teaching And Learning ◽

International Student ◽

Research Policy ◽

Student Assessment ◽

Approaches To Learning ◽

International Assessments ◽

Motivation For Learning ◽

Using 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.

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

Frontiers in Psychology ◽

10.3389/fpsyg.2021.657858 ◽

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 Comparative ◽

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.

Maximizing Social Science Research Through Publicly Accessible Data Sets - Advances in Knowledge Acquisition, Transfer, and Management ◽

Principals and Student Achievement

10.4018/978-1-5225-3616-1.ch005 ◽

2018 ◽

pp. 84-117 ◽

Cited By ~ 1

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 ◽

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.

The OECD and IELS: Redefining early childhood education for the 21st century

Policy Futures in Education ◽

10.1177/1478210318823949 ◽

2019 ◽

Vol 17 (1) ◽

pp. 11-26 ◽

Cited By ~ 1

Author(s):

Euan Auld ◽

Paul Morris

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Cognitive Skills ◽

International Student ◽

Student Assessment ◽

New Paradigm ◽

Comparative Testing ◽

Education Governance ◽

Childhood Education ◽

International Student Assessment

The Organisation for Economic Co-operation and Development (OECD) has unveiled plans to move into the field of early childhood education through the introduction of the International Early Learning Study (IELS), a new comparative test of five-year olds that is being piloted in three nations. This article explores the dynamics of this new project and serves three purposes. First, we situate IELS within the OECD’s broader agenda in education governance, and with regard to its existing comparative assessments, namely the Programme for International Student Assessment (PISA). Second, we identify the main commentaries and critiques of the OECD’s activity and assessments, specifically relating to PISA. In the concluding section we anticipate a possible future when such tests are established in the early childhood education sector and reflect on its possible impact. We argue that the advent of comparative testing of five-year olds heralds an attempt to introduce a new paradigm for early childhood education, one which stresses cognitive skills and children’s role as future sources of human capital.

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

World Studies in Education ◽

10.7459/wse/20.1.04 ◽

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 ◽

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.

Handbook of Research on Technology Tools for Real-World Skill Development - Advances in Higher Education and Professional Development ◽

A Tough Nut to Crack

10.4018/978-1-4666-9441-5.ch013 ◽

2016 ◽

pp. 344-359 ◽

Cited By ~ 4

Author(s):

Lei Liu ◽

Jiangang Hao ◽

Alina A. von Davier ◽

Patrick Kyllonen ◽

Juan-Diego Zapata-Rivera

Keyword(s):

Cognitive Skills ◽

International Student ◽

Student Assessment ◽

Collaborative Problem Solving ◽

Virtual Agents ◽

Computer Supported Collaborative Learning ◽

Collaborative Problem ◽

Collaborative Activities ◽

Collaborative Skills

The purpose of our project is to explore the measurement of cognitive skills in the domain of science through collaborative problem solving tasks, measure the collaborative skills, and gauge the potential feasibility of using game-like environments with avatar representation for the purposes of assessing the relevant skills. We are comparing students' performance in two conditions. In one condition, students work individually with two virtual agents in a game-like task. In the second condition, dyads of students work collaboratively with two virtual agents in the similar game-like task through a chat box. Our research is motivated by the distributed nature of cognition, extant research on computer-supported collaborative learning (CSCL) which has shown great value of collaborative activities for learning, and the framework for the Programme for International Student Assessment (PISA) framework. This chapter focuses on the development and implementation of a conceptual model to measure individuals' cognitive and social skills through collaborative activities.

Research Anthology on Preparing School Administrators to Lead Quality Education Programs ◽

Principals and Student Achievement

10.4018/978-1-7998-3438-0.ch061 ◽

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 ◽

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.

When PISA does not matter? The case of the Czech Republic and Germany

Human Affairs ◽

10.2478/s13374-012-0004-5 ◽

2012 ◽

Vol 22 (1) ◽

Cited By ~ 3

Author(s):

David Greger

Keyword(s):

Czech Republic ◽

International Student ◽

Final Section ◽

Student Assessment ◽

Educational Systems ◽

Policy Makers ◽

The Czech Republic ◽

Study Programme ◽

Policy Measures

AbstractThe present paper gives an overview of the reflections of and reactions to publishing the results of the first wave of the OECD study Programme for International Student Assessment (PISA) in the Czech Republic and in Germany. The choice of these two countries enables us to document how the same results could be perceived very differently in diverse country contexts and could lead to a different reaction from policy-makers. In spite of large reforms and numerous policy measures being adopted in Germany in reaction to the PISA results, compared with no response from policy-makers in the Czech Republic, it is argued, that in both countries policy-makers failed to tackle the major problem of their educational systems—its selective nature. In the final section we discuss various mis(uses) of PISA and its supranational and global character influencing local policies.