Research on PISA

Research on PISA

Research Outcomes of the PISA Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. Adams, R. J., & Wu, M. (Eds.). (2002). PISA 2000 technical report. Paris: OECD. Bartram, D., & Hambleton, R. K. ...

Author: Manfred Prenzel

Publisher: Springer Science & Business Media

ISBN: 9789400744585

Category: Education

Page: 222

View: 468

The Programme for International Student Assessment (PISA) is an important part of the OECD's Indicator Programme. It collects data and provides comparative indicators of education systems in OECD member and partner countries. PISA provides datasets of outstanding quality regarding samples, instruments and analyses. In addition to its important function for educational monitoring, the PISA datasets are the basis of a wide range of secondary analyses from a number of different scientific perspectives and disciplines. The aim of this book is to make some of the outstanding PISA related research results available for a wider audience. Specifically four research areas will be focused: (1) Content related research; (2) Methodological research; (3) Context related research; (4) Research on trends in PISA. Each part of the book is devoted to one of these areas and will start with an introduction from a leading expert in the field followed by chapters covering research conducted in this field.
Categories: Education

Assessing Mathematical Literacy

Assessing Mathematical Literacy

Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project ... S. Ro ̈nnebeck (Eds.), Research on PISA: Research outcomes of the PISA research conference 2009 (pp. 39–49).

Author: Kaye Stacey

Publisher: Springer

ISBN: 9783319101217

Category: Education

Page: 321

View: 982

This book describes the design, development, delivery and impact of the mathematics assessment for the OECD Programme for International Student Assessment (PISA). First, the origins of PISA’s concept of mathematical literacy are discussed, highlighting the underlying themes of mathematics as preparation for life after school and mathematical modelling of the real world, and clarifying PISA’s position within this part of the mathematics education territory. The PISA mathematics framework is introduced as a significant milestone in the development and dissemination of these ideas. The underlying mathematical competencies on which mathematical literacy so strongly depends are described, along with a scheme to use them in item creation and analysis. The development and implementation of the PISA survey and the consequences for the outcomes are thoroughly discussed. Different kinds of items for both paper-based and computer-based PISA surveys are exemplified by many publicly released items along with details of scoring. The novel survey of the opportunity students have had to learn the mathematics promoted through PISA is explained. The book concludes by surveying international impact. It presents viewpoints of mathematics educators on how PISA and its constituent ideas and methods have influenced teaching and learning practices, curriculum arrangements, assessment practices, and the educational debate more generally in fourteen countries.
Categories: Education

Reclaiming Education in the Age of PISA

Reclaiming Education in the Age of PISA

With respect to this, it is significant that even several researchers and scholars committed to analyze PISA seem to be ... In a book that “summarises central outcomes of the PISA Research Conference 2009” (p. v), we find an overview of ...

Author: Vasco d'Agnese

Publisher: Routledge

ISBN: 9781351979054

Category: Education

Page: 184

View: 925

Reclaiming Education in the Age of PISA provides a critical analysis of the OECD’s educational agenda and its main tool, namely, PISA (Programme for International Student Assessment). Based on an analysis of the OECD’s public documents, including publications, webpages, and videos, d’Agnese argues that PISA is not just an assessment tool, but rather an all-encompassing framework that intends to govern education, schooling, living and society worldwide. This creation of what d’Agnese calls a life-brand raises concerns that education and learning are becoming wares and that, consequently, we run the risk of transforming schools into providers and teachers into agents of preconceived learning packages. In pursuing only one concept of education, and a very narrow one at that, d’Agnese argues that OECD not only narrows down education to a mere reproductive process, but that such an approach also erases the basic rules by which living develops and evolves. In this sense PISA is but another form of authoritarian teaching, authoritarian teaching being understood as any and every educational project which sets aims and purposes of education without giving the possibility to discuss and challenge such aims and purposes. Reclaiming Education in the Age of PISA suggests a different educational logic, emphasizing that schooling is not just a place to produce the correct skills, but is also a matter of experimentation, hesitation and wait, one in which teachers and students attempt to dwell in pure potentiality for growth. Providing a strong argument that a different way to conceive of schooling deserves our attention, this book will be essential reading for academics, researchers and postgraduates in the fields of educational philosophy and theory, inclusive education and social justice. It should also be of interest to policymakers and educational activists.
Categories: Education

Research Handbook on the Sociology of Education

Research Handbook on the Sociology of Education

Lipowsky, F., K. Rakoczy, C. Pauli, B. Drollinger-Vetter, E. Klieme and K. Reusser (2009), 'Quality of geometry instruction ... K. Schöps and S. Rönnebeck (eds), Research on PISA: Research Outcomes of the PISA Research Conference 2009, ...

Author: Rolf Becker

Publisher: Edward Elgar Publishing

ISBN: 9781788110426

Category: Education

Page: 640

View: 575

Presenting original contributions from the key experts in the field, the Research Handbook on the Sociology of Education explores the major theoretical, methodological, empirical and political challenges and pressing social questions facing education in current times.
Categories: Education

PISA 2018 Assessment and Analytical Framework

PISA 2018 Assessment and Analytical Framework

OECD (2010), Pathways to Success: How Knowledge and Skills at Age 15 Shape Future Lives in Canada, PISA, ... Research outcomes of the PISA research conference 2009, Kiel, Germany, September 14–16, 2009, Springer, New York, ...

Author: OECD

Publisher: OECD Publishing

ISBN: 9789264477599

Category:

Page: 308

View: 990

This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its seventh cycle of comprehensive and rigorous international surveys of student knowledge, skills and well-being. Like previous cycles, the 2018 assessment covered reading, mathematics and science, with the major focus this cycle on reading literacy, plus an evaluation of students’ global competence – their ability to understand and appreciate the perspectives and world views of others. Financial literacy was also offered as an optional assessment.
Categories:

Handbook of International Large Scale Assessment

Handbook of International Large Scale Assessment

References Carstensen, C. H. 2013. Linking PISA competencies over three cycles—Results from Germany. In: M. Prenzel, M. Kobarg, K. Schöps, and S. Rönnebeck (Eds.) Research on PISA: Research Outcomes of the PISA Research Conference 2009.

Author: Leslie Rutkowski

Publisher: CRC Press

ISBN: 9781439895122

Category: Mathematics

Page: 650

View: 593

Technological and statistical advances, along with a strong interest in gathering more information about the state of our educational systems, have made it possible to assess more students, in more countries, more often, and in more subject domains. The Handbook of International Large-Scale Assessment: Background, Technical Issues, and Methods of Data Analysis brings together recognized scholars in the field of ILSA, behavioral statistics, and policy to develop a detailed guide that goes beyond database user manuals. After highlighting the importance of ILSA data to policy and research, the book reviews methodological aspects and features of the studies based on operational considerations, analytics, and reporting. The book then describes methods of interest to advanced graduate students, researchers, and policy analysts who have a good grounding in quantitative methods, but who are not necessarily quantitative methodologists. In addition, it provides a detailed exposition of the technical details behind these assessments, including the test design, the sampling framework, and estimation methods, with a focus on how these issues impact analysis choices.
Categories: Mathematics

PISA PISA 2012 Results What Students Know and Can Do Volume I Revised edition February 2014 Student Performance in Mathematics Reading and Science

PISA PISA 2012 Results  What Students Know and Can Do  Volume I  Revised edition  February 2014  Student Performance in Mathematics  Reading and Science

A Profile of Student PerformAnce in mAthemAticS OECD (2013b), The Survey ofAdult Skills: Reader's Companion, PISA, OECD Publishing. ... the PISA Research Conference 2009, Dordrecht, Springer, pp. 23-37. Measuring Opportunities to Learn ...

Author: OECD

Publisher: OECD Publishing

ISBN: 9789264208780

Category:

Page: 564

View: 714

This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do.
Categories:

PISA 2012 Results What Students Know and Can Do Volume I Student Performance in Mathematics Reading and Science

PISA 2012 Results  What Students Know and Can Do  Volume I  Student Performance in Mathematics  Reading and Science

... W. Blum and M. Niss (2013), “Using mathematical competencies to predict item difficulty in PISA”, in M. Prenzel, M. Kobarg, K. Schöps and S. Rönnebeck (eds.), Research on PISA: Research outcomes of the PISA Research Conference 2009 ...

Author: OECD

Publisher: OECD Publishing

ISBN: 9789264201118

Category:

Page: 564

View: 657

This first volume of PISA 2012 results summarises the performance of students in mathematics, reading, and science in PISA 2012.
Categories:

Strong Performers and Successful Reformers in Education Lessons from PISA 2012 for the United States

Strong Performers and Successful Reformers in Education Lessons from PISA 2012 for the United States

THE PISA APPROACH TO ASSESSING STUDENT PERFORMANCE IN MATHEMATICS: ANNEX A1 Paper-based and computer-based media PISA 2012 ... Research on PISA: Research Outcomes of the PISA Research Conference 2009, Dordrecht, Springer, pp. 23-37.

Author: OECD

Publisher: OECD Publishing

ISBN: 9789264207585

Category:

Page: 104

View: 730

This report compares the performance of 15-year-olds in the United States in PISA against the global patterns and trends.
Categories:

Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

Results from the COACTIV Project Mareike Kunter, Jürgen Baumert, Werner Blum, Ute Klusmann, Stefan Krauss, ... Kobarg M, Schöps K, & Rönnebeck S (eds) Research on PISA: Research outcomes of the PISA research conference 2009.

Author: Mareike Kunter

Publisher: Springer Science & Business Media

ISBN: 9781461451495

Category: Education

Page: 378

View: 191

This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students ́ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?
Categories: Education