scholarly journals An exploration of cluster structure in scientific literacy in PISA: Evidence for a Nordic dimension?

2012 ◽  
Vol 1 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Rolf V. Olsen
Keyword(s):  
Cluster Analysis ◽  
Scientific Literacy ◽  
International Student ◽  
Cluster Structure ◽  
Student Assessment ◽  
Nordic Countries ◽  
European Countries ◽  
North West ◽  
International Student Assessment ◽  
Item Characteristics

The cognitive items covering the domain of scientific literacy in the Programme for International Student Assessment (PISA) are explored through an analysis of the item residuals (item-by-country interactions) with the aim of looking for a distinct Nordic pattern. The findings of a cluster analysis indicate that the profile across the Nordic countries is not very distinct. However, stable profiles are established for a number of other groups of countries, and the Nordic countries are shown to be membersof a larger group of countries which is labelled North-West European countries. Furthermore, item characteristics are used to find possible explanations for the profiles.

Who is More Likely to Participate in Private Tutoring and Does it Work?: Evidence from PISA (2015)

2018 ◽  
Vol 1 (3) ◽  
pp. 69-95 ◽  
Author(s):  
Xiangyi Liao ◽  
Xiaoting Huang
Keyword(s):  
Scientific Literacy ◽  
International Student ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Educational Expectations ◽  
Private Tutoring ◽  
School Level ◽  
After School ◽  
Exact Matching ◽  
International Student Assessment

Purpose In recent years, private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure. This paper aims to analyze the factors that affect Chinese students’ participation in private tutoring and the effectiveness of private tutoring. Design/Approach/Methods We use data from the Programme for International Student Assessment (PISA) 2015 of Mainland China area and focus specifically on science-related private tutoring. Multilevel logistic model and hierarchical linear model based on coarsened exact matching (CEM) are used to conduct the investigations. Findings Empirical results show that individual level factors including student's interest in science, educational expectations, and school-level factors such as school autonomy, science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring. Moreover, science-related private tutoring has not significantly improved the overall scientific literacy scores of students. In addition, private tutoring has widened the performance gap among students from different socioeconomic backgrounds, with students from socioeconomically advantaged family experiencing more significant gains from tutoring. Originality/Value These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.

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 Acordes e dissonâncias do letramento científico proposto pelo PISA 2015

2017 ◽  
Vol 28 (68) ◽  
pp. 478
Author(s):  
Andrea Mara Vieira
Keyword(s):  
Scientific Literacy ◽  
Large Scale ◽  
International Student ◽  
Assessment Tool ◽  
Student Assessment ◽  
Educational Standards ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Palabras Clave ◽  
The One

<p>A nossa proposta é investigar a existência ou não de sintonia entre o conceito acadêmico de letramento científico e aquele previsto nos documentos do Programme for International Student Assessment (PISA) e nas normas educacionais. A despeito de toda complexidade e polissemia conceitual existente em torno do conceito de alfabetização/letramento científico, desenvolvemos uma análise teórico-comparativa desse conceito na forma como é concebido pelos especialistas, em comparação com o conceito de letramento científico previsto na base avaliativa do PISA 2015, considerando também a previsão normatizada pelas políticas públicas educacionais. Ao final, identificamos  menos  acordes  e, por variados motivos, mais dissonâncias, que podem servir como contributo para uma reflexão sobre a validade e  relevância  do PISA enquanto instrumento de avaliação, bem como sobre o tipo de aprendizagem a ser assegurada pelo nosso sistema educacional.</p><p><strong>Palavras-chave:</strong> Letramento Científico; Pisa; Políticas Públicas; Avaliação em Larga Escala.</p><p> </p><p><strong>Acordes y disonancias del letramento científico propuesto por el PISA 2015</strong></p><p>Nuestra propuesta es investigar la existencia o no de sintonía entre el concepto académico de letramento científico y el previsto en los documentos del Programme for International Student Assessment (PISA) y en las normas educacionales. A pesar de toda la complejidad y polisemia conceptual existentes en torno al concepto de alfabetización/letramento científico, desarrollamos un análisis teórico-comparativo de dicho concepto en la forma como es concebido por los especialistas, en comparación con el concepto de letramento científico previsto en la base evaluativa del PISA 2015, considerando también la previsión normalizada por las políticas públicas educacionales. Al final, identificamos menos acordes y, por variados motivos, más disonancias, que pueden servir como contribución para una reflexión sobre la validad y relevancia del PISA como instrumento de evaluación, así como sobre el tipo de aprendizaje que nuestro sistema educacional debe asegurar.</p><p><strong>Palabras-clave:</strong> Letramento Científico; Pisa; Políticas Públicas; Evaluación en Gran Escala.</p><p> </p><p><strong>Chords and dissonances of scientific literacy proposed by PISA 2015</strong></p><p>Our proposal is to investigate the harmony or lack of it between the academic concept of scientific literacy and the one stated in the documents of the Program for International Student Assessment (PISA) and in educational standards. Despite all complexity and conceptual polysemy around the concept of literacy/scientific literacy, we developed a theoretical comparative analysis of this concept as designed by experts, comparing it to the concept of scientific literacy laid down on the assessment basis of the PISA 2015, considering also the projection standardized by public educational policies. Finally, we identified less chords, and, for various reasons, more dissonance, that can serve as a contribution to discuss the validity and relevance of PISA as an assessment tool, as well as on the type of learning to be ensured by our educational system.</p><p><strong>Keywords:</strong> Scientific Literacy; Pisa; Public Policies; Large-Scale Assessment.</p>

Examining Sources of DIF in Psychological and Educational Assessment Using Multilevel Logistic Regression

Methodology ◽  
2014 ◽  
Vol 10 (2) ◽  
pp. 71-79 ◽  
Author(s):  
Nekane Balluerka ◽  
Ian Plewis ◽  
Arantxa Gorostiaga ◽  
José-Luis Padilla
Keyword(s):  
Logistic Regression ◽  
International Student ◽  
Student Assessment ◽  
Educational Assessment ◽  
Multilevel Logistic Regression ◽  
Multilevel Regression ◽  
International Student Assessment ◽  
Item Functioning ◽  
Item Characteristics ◽  
Item Bundles

In the last three decades, important progress has been made toward more efficient statistical techniques for detecting Differential Item Functioning (DIF). However, the findings are scant when it comes to explaining DIF. Multilevel regression models can expand the knowledge of DIF causes, specifying a DIF parameter that varies randomly over items and testing hypotheses on sources of DIF shared by item bundles. The present study uses multilevel logistic regression to identify the item characteristics that could explain the presence of DIF in short tests or questionnaires, which are usually used in psychological and educational assessment. The usefulness of the approach is tested on measurements of the attitudes toward science of Spanish and English pupils obtained from the OECD Programme for International Student Assessment database.

scholarly journals PERANCANGAN ASSESMEN LITERASI KIMIA DENGAN MENGGUNAKAN MODEL OF EDUCATIONAL REKONSTRUCTION (MER) PADA TEMA: “AIR SEBAGAI PELARUT UNIVERSAL”

2017 ◽  
Vol 1 (2) ◽  
pp. 49 ◽  
Author(s):  
Eka Yusmaita ◽  
Edi Nasra
Keyword(s):  
Scientific Literacy ◽  
International Student ◽  
Student Assessment ◽  
Test Reliability ◽  
Literacy Assessment ◽  
Validity And Reliability ◽  
International Student Assessment ◽  
Qualification Framework ◽  
Difficulty Index ◽  
Educational Reconstruction

This research aims to produce instrument for measuring chemical literacy assessment in basic chemistry courses with theme “water as a universal solvent”. The construction of this measuring instrument is adapted to the PISA (Programme for International Student Assessment) problem’s characteristics and the Syllaby of Basic Chemistry in KKNI-Indonesian National Qualification Framework. The PISA is a cross-country study conducted periodically to monitor the outcomes of learners' achievement in each participating country. So far, studies conducted by PISA include reading literacy, mathematic literacy and scientific literacy. Refered to the scientific competence of the PISA study on science literacy, an assessment designed to measure the chemical literacy of the chemistry department’s students in UNP. The research model used is MER (Model of Educational Reconstruction). The validity and reliability values of discourse questions is measured using the software ANATES. Based on the acquisition of these values is obtained a valid and reliable chemical literacy questions. There are four question items limited response on the theme with valid category, the acquisition value of test reliability is 0,60 and has a difficulty index and distinguishing good

scholarly journals PENGEMBANGAN PERANGKAT PENILAIAN LITERASI SAINS BERORIENTASI PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Ifa Seftia Rakhma Widiyanti ◽  
Anggun Winata ◽  
Sri Cacik
Keyword(s):  
Elementary School ◽  
Scientific Literacy ◽  
International Student ◽  
Student Assessment ◽  
School Education ◽  
Choice Test ◽  
Evaluation Instrument ◽  
Science Concept ◽  
International Student Assessment ◽  
Elementary School Education

The general objective of this study was to find a kind of evaluation instrument for scientific literacy oriented toward Programme for International Student Assessment (PISA) and the specific purposes of this study were to investigate the validity, effectiveness, and practicality of it. This was a Research & Development study which was simplified into two stages; they are the preliminary stage and the development stage. This study resulted of multiple choice test which the validity was 3,35. The instrument was very effective to be used by students and science concept lectures in Elementary School Education Programmed to describe the profile of scientific literacy. The instrument could practically be used by the students and science concept lecturers in Elementary School Education Programmed based on the positive students and lecturers‟ responses.

scholarly journals Enhancing Scientific Literacy in Thailand

2013 ◽  
Vol 3 (1) ◽  
pp. 86-98 ◽  
Author(s):  
Chokchai Yuenyong
Keyword(s):  
Science Teaching ◽  
Scientific Literacy ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Ministry Of Education ◽  
International Student Assessment ◽  
Science Technology ◽  
Science Educators ◽  
Literacy Research

Globally, literacy in science has become a fundamental focus of public education. The term ‘scientific literacy’, however, attracts a diversity of views. A common theme in the literature is that it relates to being able to critique scientific discussions. The large-scale evaluation of students' scientific literacy was assessed in the Programme for International Student Assessment (PISA). Thailand participated in the PISA scheme every three years from 2000 to 2009. The results indicate that Thailand's performance decreased over the period and were below average. This has led to an increased focus on improving performance and scores and a desire to improve science education and science teaching for enhancing scientific literacy in Thailand. Science educators in universities, the Institute for the Promotion of Teaching Science and Technology (IPST), the Ministry of Education and others have organized various projects and research to improve scientific literacy. Research projects have focused on developing teachers' quality in science teaching and have gone on to consider the nature of science, contexts of science, socio-scientific issues and the relation between science, technology and society. The article will discuss the strategies that have been embarked upon to enhance scientific literacy in Thailand.

Clube de Ciências na Escola: Um guia para professores, gestores e pesquisadores

2020 ◽  
Author(s):  
Thais Campos de Oliveira Freitas ◽  
Carlos Alberto Moreira dos Santos
Keyword(s):  
Scientific Literacy ◽  
International Student ◽  
Graduate Program ◽  
Student Assessment ◽  
Public Network ◽  
International Student Assessment ◽  
Master Thesis ◽  
School Manager ◽  
The University ◽  
Science Club

This book is based on a research that was carried out over two years in the Graduate Program of Educational Sciences Projects of the “Escola de Engenharia de Lorena” of the University of São Paulo; the product of the master thesis entitled “Implementation of a Science Club in the Public Network for Education of São José dos Campos: Stages, Actors and the Scientific literacy”. Nowadays, the role of Science is being devalued, poorly understood and even questioned by several political figures and societal members, many people fail to differentiate facts from fake news. In 2018, the PISA (Programme for International Student Assessment) demonstrated that, in Brazil, 55% of students are below level 2 in Science, a level established as necessary to young people to be able exercising their citizenship. In order to offer a contribution to improve the currently scenario, this book offers an implementation guide for those whom are interested in setting up a Science Club. Another fact to consider is that this guide aims to develop an investigative approach focus on Scientific literacy using inquisitive activities that lead to an easy way for the basic students (elementary to middle school) to transpose their acquaintance and scientific learning to their lifestyle as responsible and knowledgeable citizens. The following thesis shows strategies to elaborate, monitor, and evaluate the project of implementation, authorization templates, and forms such it can be adapted to the context of each school. We hope that this book is going to be an important resource for you as a school manager, teacher or researcher who wants to implement a Science Club in a school. Also, in a long term, the actions reported in this context can be a reference for the elaboration of a public policy to support Scientific Education in Basic School.

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