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Investigating item complexity as a source of cross-national DIF in TIMSS math and science Vis. in Eng. Pub Date : 2024-04-22 Qi Huang, Daniel M. Bolt, Weicong Lyu
Large scale international assessments depend on invariance of measurement across countries. An important consideration when observing cross-national differential item functioning (DIF) is whether the DIF actually reflects a source of bias, or might instead be a methodological artifact reflecting item response theory (IRT) model misspecification. Determining the validity of the source of DIF has implications
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Exploration of the linear and nonlinear relationships between learning strategies and mathematics achievement in South Korea using the nominal response model : PISA 2012 Vis. in Eng. Pub Date : 2024-04-12 Jiyoun Kim, Chia-Wen Chen, Yi-Jhen Wu
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Combining machine translation and automated scoring in international large-scale assessments Vis. in Eng. Pub Date : 2024-04-08 Ji Yoon Jung, Lillian Tyack, Matthias von Davier
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The limits of inference: reassessing causality in international assessments Vis. in Eng. Pub Date : 2024-04-01 David Rutkowski, Leslie Rutkowski, Greg Thompson, Yusuf Canbolat
This paper scrutinizes the increasing trend of using international large-scale assessment (ILSA) data for causal inferences in educational research, arguing that such inferences are often tenuous. We explore the complexities of causality within ILSAs, highlighting the methodological constraints that challenge the validity of causal claims derived from these datasets. The analysis begins with an overview
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No substantive effects of school socioeconomic composition on student achievement in Australia: a response to Sciffer, Perry and McConney Vis. in Eng. Pub Date : 2024-03-14 Gary N. Marks
In this journal, Sciffer et al. (Large-scale Assessments in Education 10:1–22, 2022), hereafter SP&M, conclude that school socioeconomic compositional (SEC) or school socioeconomic status (school-SES) effects in Australia are substantial and substantively important for research and policy. This paper demonstrates that these claims are unwarranted. Their SEC estimates are much larger than estimates
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Investigating the effect of COVID-19 disruption in education using REDS data Vis. in Eng. Pub Date : 2024-02-29 Alice Bertoletti, Zbigniew Karpiński
The Covid-19 pandemic has triggered a rapid and unprecedented transformation of global educational systems. The research community has uncovered important impacts of the pandemic on education worldwide, including detrimental effects on student learning, a decline in the well-being of teachers and students, and the exacerbation of educational disparities. Within this context, the Response to Education
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Who are those random responders on your survey? The case of the TIMSS 2015 student questionnaire Vis. in Eng. Pub Date : 2023-11-18 Jianan Chen, Saskia van Laar, Johan Braeken
A general validity and survey quality concern with student questionnaires under low-stakes assessment conditions is that some responders will not genuinely engage with the questionnaire, often with more random response patterns as a result. Using a mixture IRT approach and a meta-analytic lens across 22 educational systems participating in TIMSS 2015, we investigated whether the prevalence of random
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Investigating the relationship between parental attitudes toward reading, early literacy activities, and reading literacy in Arabic among Emirati children Vis. in Eng. Pub Date : 2023-11-18 Yahia Alramamneh, Sumaya Saqr, Shaljan Areepattamannil
Emirati children’s reading skills have consistently lagged behind global standards on international standardized tests. Given the United Arab Emirates’s Vision 2031, which aims for a world-class education system, and given the importance of Arabic literacy in preserving national identity and cultural heritage, there is an urgent need to investigate the factors that influence Arabic literacy among Emirati
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Behavioral patterns in collaborative problem solving: a latent profile analysis based on response times and actions in PISA 2015 Vis. in Eng. Pub Date : 2023-11-13 Areum Han, Florian Krieger, Francesca Borgonovi, Samuel Greiff
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Investigating the educational experiences of students with disabilities during the COVID-19 school disruption: an international perspective Vis. in Eng. Pub Date : 2023-09-19 Alexandra Shelton, Tuba Gezer
Students with disabilities generally experience educational inequities around the world. The coronavirus 2019 (COVID-19) pandemic likely exacerbated these inequities in access, resources, and support as schools shut down to mitigate the spread of the disease. Although some research has explored disparities between students with and without disabilities during the pandemic, limited research has explored
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Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data Vis. in Eng. Pub Date : 2023-09-13 Spyros Konstantopoulos, Ting Shen
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Identification and cross-country comparison of students’ test-taking behaviors in selected eTIMSS 2019 countries Vis. in Eng. Pub Date : 2023-09-01 Xiaying Zheng, Fusun Sahin, Ebru Erberber, Frank Fonseca
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Mediating effects of motivation and socioeconomic status on reading achievement: a secondary analysis of PISA 2018 Vis. in Eng. Pub Date : 2023-08-04 Demos Michael, Leonidas Kyriakides
Research has shown that students from socially disadvantaged backgrounds are more likely to have lower academic performance compared to children from better-off families. However, the way that socioeconomic status (SES) influences student learning outcomes has not yet been fully examined. Thus, this study explores the indirect effects of students’ SES on reading achievement through academic motivation
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The effects of language and home factors on Lebanese students’ mathematics performance in TIMSS Vis. in Eng. Pub Date : 2023-08-02 Rayya Younes, Sara Salloum, Maya Antoun
Understanding the long-standing educational inequities associated with socioeconomic status remains significant for transforming educational policies and practices. To better understand entanglements among socioeconomic status and students’ performance in mathematics, we examined different home factors (including language of the test) that influence Lebanese learners’ performance in TIMSS. Exploring
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Young videogamers and their approach to science inquiry Vis. in Eng. Pub Date : 2023-07-31 Francesco Avvisati, Francesca Borgonovi
Written instructions seldom need to be read when playing videogames. Instead, gaming often involves early information foraging and expansive exploration behaviors. We use data from the Programme for International Student Assessment (PISA) to explore whether students who regularly play videogames (daily gamers) adopt behaviors that are typical of gaming while they complete a computer-based assessment
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Combining cognitive theory and data driven approaches to examine students’ search behaviors in simulated digital environments Vis. in Eng. Pub Date : 2023-07-24 Caitlin Tenison, Jesse R. Sparks
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Incorporating test-taking engagement into the item selection algorithm in low-stakes computerized adaptive tests Vis. in Eng. Pub Date : 2023-07-22 Guher Gorgun, Okan Bulut
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Comparing different trend estimation approaches in country means and standard deviations in international large-scale assessment studies Vis. in Eng. Pub Date : 2023-07-19 Alexander Robitzsch, Oliver Lüdtke
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Examining the relationship between science motivational beliefs and science achievement in Emirati early adolescents through the lens of self-determination theory Vis. in Eng. Pub Date : 2023-07-06 Shaljan Areepattamannil, Othman Abu Khurma, Nagla Ali, Rehab Al Hakmani, Hanadi Kadbey
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Factors predicting mathematics achievement in PISA: a systematic review Vis. in Eng. Pub Date : 2023-06-20 Xiaofang Sarah Wang, Laura B. Perry, Anabela Malpique, Tobias Ide
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Students’ and teachers’ perceptions of students’ academic outcomes in Slovenia: evidence from REDS data Vis. in Eng. Pub Date : 2023-06-17 Plamen V. Mirazchiyski, Eva Klemenčič Mirazchiyski
The COVID-19 pandemic brought immense challenges to global society. The entire social and work life had to be reorganized to accommodate for the restrictions imposed to limit the spread of COVID-19. These restrictions affected the eduFIGation worldwide as well. Face-to-face education was disrupted and alternatives had to be found. One of the questions raised with the disruption was the student outcomes
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Effects of DIF in MST routing in ILSAs Vis. in Eng. Pub Date : 2023-06-15 Montserrat Valdivia Medinaceli, Leslie Rutkowski, Dubravka Svetina Valdivia, David Rutkowski
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Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries Vis. in Eng. Pub Date : 2023-06-05 Nani Teig, Isa Steinmann
One of the primary goals of educational research is to identify effective and equitable school practices that aim to promote desired educational outcomes for all students, regardless of their background. This pursuit raises the question of why certain countries or schools demonstrate more favourable outcomes than others. To shed light on this question, this special issue delves into the Nordic countries
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Measuring student well-being in adolescence: proposal of a five-factor integrative model based on PISA 2018 survey data Vis. in Eng. Pub Date : 2023-06-03 Matthew Gordon Ray Courtney, Daniel Hernández-Torrano, Mehmet Karakus, Neha Singh
Much debate exists concerning the factorial dimensionality of student well-being. We contribute to this debate by drawing on PISA 2018 data from a total of 61,722 students, 2528 schools, and nine countries. For our investigation, we test multiple associated measurement models for convergent, discriminant, and concurrent validity, model fit, and measurement invariance. For the PISA 2018 sample, we found
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School socio-economic context and student achievement in Ireland: an unconditional quantile regression analysis using PISA 2018 data Vis. in Eng. Pub Date : 2023-05-26 Darragh Flannery, Lorraine Gilleece, Jose G. Clavel
The existence of a multiplier, compositional or social context effect is debated extensively in the literature on school effectiveness and also relates to the wider issue of equity in educational outcomes. However, comparatively little attention has been given to whether or not the association between student achievement and school socio-economic composition may vary across the achievement distribution
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Early numeracy and literacy skills and their influences on fourth-grade mathematics achievement: a moderated mediation model Vis. in Eng. Pub Date : 2023-05-24 Isabelle Chang
This study explored the influence of early literacy and numeracy skills on fourth-grade math achievement using the Trends in International Mathematics and Science Study (TIMSS). The study utilized valuable information collected by TIMSS about context related questionnaires such as home resources for learning, early literacy and numeracy development, readiness for school, and students’ home and school
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The relationship among personal achievement motives, school relational goal structures and learning outcomes: a multilevel analysis with PISA 2018 data Vis. in Eng. Pub Date : 2023-05-20 Ji Zhou, Xinghua Wang
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Rule-based process indicators of information processing explain performance differences in PIAAC web search tasks Vis. in Eng. Pub Date : 2023-05-19 Carolin Hahnel, Ulf Kroehne, Frank Goldhammer
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Correction to: Global pattern in hunger and educational opportunity: a multilevel analysis of child hunger and TIMSS mathematics achievement Vis. in Eng. Pub Date : 2023-05-05 Yusuf Canbolat, David Rutkowski, Leslie Rutkowski
Following publication of the original article Canbolat, 2023, the authors identified that Abstract was missing in the article. The abstract of the article is given below: The original paper has now been corrected. Canbolat, Y., Rutkowski, D. & Rutkowski, L. Global pattern in hunger and educational opportunity: a multilevel analysis of child hunger and TIMSS mathematics achievement. Large-scale Assess
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Linking the first- and second-phase IEA studies on mathematics and science Vis. in Eng. Pub Date : 2023-04-24 Erika Majoros
Reviewing the history of international large-scale assessments (ILSAs), Gustafsson (2008) identified two phases in the work of the International Association for the Evaluation of Educational Achievement (IEA) demarcated by the setup of the new organization in 1990. During the first phase, the IEA conducted separate ILSAs in mathematics and science on four occasions; data were collected on mathematics
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Global pattern in hunger and educational opportunity: a multilevel analysis of child hunger and TIMSS mathematics achievement Vis. in Eng. Pub Date : 2023-04-11 Yusuf Canbolat, David Rutkowski, Leslie Rutkowski
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The relationship between students’ socio-demographics and the probability of grade repetition in Brazilian primary education: is it decreasing over time? Vis. in Eng. Pub Date : 2023-04-04 Maria Eugénia Ferrão, Maria Teresa Gonzaga Alves
This article aims at a better understanding of the Brazilian education system’s performance concerning the quality and equity over the decade 2007–2017. It examines the extent to which students’ sociodemographic characteristics are related to schooling trajectory without failure in primary education and how such relationships have changed over time. Multilevel logistic models are applied to cross-sectional
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Effects of classroom and school climate on language minority students’ PISA mathematics self-concept and achievement scores Vis. in Eng. Pub Date : 2023-03-29 Onur Ramazan, Robert William Danielson, Annick Rougee, Yuliya Ardasheva, Bruce W. Austin
Grounded in ecological theory, this study investigated relative contributions of perceived classroom and school climate variables to mathematics self-concept and achievement of English-at-home and English learner (EL) students using PISA 2012 data for American middle-grade students. For both outcomes, results of 3-step hierarchical linear regression models for the combined sample closely mirror those
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Teaching away from school: do school digital support influence teachers’ well-being during Covid-19 emergency? Vis. in Eng. Pub Date : 2023-03-27 Melisa L. Diaz Lema, Lidia Rossi, Mara Soncin
The Covid-19 pandemic coerced the closure of most schools around the world and forced teachers and students to change teaching and learning methods. Emergency Remote Teaching (ERT) generated consequences to teachers and students in terms of learning outcomes and personal well-being. This study focuses on teachers’ individual and working environment well-being in ERT conditions and intends to explore
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Understanding examinees’ item responses through cognitive modeling of response accuracy and response times Vis. in Eng. Pub Date : 2023-03-21 Susan Embretson
Understanding the cognitive processes, skills and strategies that examinees use in testing is important for construct validity and score interpretability. Although response processes evidence has long been included as an important aspect of validity (i.e., Standards for Educational and Psychological Tests, 1999), relevant studies are often lacking, especially in large scale educational and psychological
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Comparing the score interpretation across modes in PISA: an investigation of how item facets affect difficulty Vis. in Eng. Pub Date : 2023-03-11 Scott Harrison, Ulf Kroehne, Frank Goldhammer, Oliver Lüdtke, Alexander Robitzsch
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How do numerical and literacy stimulations in mother–child interactions relate to early gender differences in mathematical competencies? Empirical results from the NEPS Newborn Cohort study Vis. in Eng. Pub Date : 2023-03-06 Loreen Beier, Hans-Peter Blossfeld
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The effect of the COVID-19 disruption on the gender gap in students’ performance: a cross-country analysis Vis. in Eng. Pub Date : 2023-02-23 Alice Bertoletti, Federico Biagi, Giorgio Di Pietro, Zbigniew Karpiński
This paper investigates how the COVID-19 school closure has affected the gender gap in grade-8 students' performance and what are the drivers behind this. By analysing four different countries (i.e., the Russian Federation, Slovenia, Uzbekistan and the United Arab Emirates), the paper represents the first study addressing the issue from a comparative perspective. The study uses data from the Responses
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Exploring the relationship between process data and contextual variables among Scandinavian students on PISA 2012 mathematics tasks Vis. in Eng. Pub Date : 2023-02-08 Denise Reis Costa, Chia-Wen Chen
Given the ongoing development of computer-based tasks, there has been increasing interest in modelling students’ behaviour indicators from log file data with contextual variables collected via questionnaires. In this work, we apply a latent regression model to analyse the relationship between latent constructs (i.e., performance, speed, and exploration behaviour) and contextual variables among Scandinavian
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Comparison of disengagement levels and the impact of disengagement on item parameters between PISA 2015 and PISA 2018 in the United States Vis. in Eng. Pub Date : 2023-02-08 Huan Kuang, Fusun Sahin
Examinees may not make enough effort when responding to test items if the assessment has no consequence for them. These disengaged responses can be problematic in low-stakes, large-scale assessments because they can bias item parameter estimates. However, the amount of bias, and whether this bias is similar across administrations, is unknown. This study compares the degree of disengagement (i.e., fast
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Who is on the right track? Behavior-based prediction of diagnostic success in a collaborative diagnostic reasoning simulation Vis. in Eng. Pub Date : 2023-01-20 Constanze Richters, Matthias Stadler, Anika Radkowitsch, Ralf Schmidmaier, Martin R. Fischer, Frank Fischer
Making accurate diagnoses in teams requires complex collaborative diagnostic reasoning skills, which require extensive training. In this study, we investigated broad content-independent behavioral indicators of diagnostic accuracy and checked whether and how quickly diagnostic accuracy could be predicted from these behavioral indicators when they were displayed in a collaborative diagnostic reasoning
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Bayesian historical borrowing with longitudinal large-scale assessments Vis. in Eng. Pub Date : 2023-01-18 Kaplan, David, Chen, Jianshen, Lyu, Weicong, Yavuz, Sinan
The purpose of this paper is to extend and evaluate methods of Bayesian historical borrowing applied to longitudinal data with a focus on parameter recovery and predictive performance. Bayesian historical borrowing allows researchers to utilize information from previous data sources and to adjust the extent of borrowing based on the similarity of current data to historical data. We examine the utility
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Implementing ICT in classroom practice: what else matters besides the ICT infrastructure? Vis. in Eng. Pub Date : 2023-01-13 Lomos, Catalina, Luyten, J. W. (Hans), Tieck, Sabine
The large-scale International Computer and Information Literacy Study (2018) has an interesting finding concerning Luxembourg teachers. Luxembourg has one of the highest reported level of technology-related resources for teaching and learning, but a relatively lower reported use of ICT in classroom practice. ICT innovation requires a high initial level of financial investment in technology, and Luxembourg
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Machine learning procedures for predictor variable selection for schoolwork-related anxiety: evidence from PISA 2015 mathematics, reading, and science assessments Vis. in Eng. Pub Date : 2022-12-27 Immekus, Jason C., Jeong, Tai-sun, Yoo, Jin Eun
Large-scale international studies offer researchers a rich source of data to examine the relationship among variables. Machine learning embodies a range of flexible statistical procedures to identify key indicators of a response variable among a collection of hundreds or even thousands of potential predictor variables. Among these, penalized regression approaches, including least absolute selection
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Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors Vis. in Eng. Pub Date : 2022-12-26 Kennedy, Alec I., Mejía-Rodríguez, Ana María, Strello, Andrés
Remote learning, or synchronous or asynchronous instruction provided to students outside the classroom, was a common strategy used by schools to ensure learning continuity for their students when many school buildings were forced to shut down due to the COVID-19 pandemic. Differences in technology infrastructures, digital competencies of students and teachers, and home supports for learning likely
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NEPSscaling: plausible value estimation for competence tests administered in the German National Educational Panel Study Vis. in Eng. Pub Date : 2022-12-26 Scharl, Anna, Zink, Eva
Educational large-scale assessments (LSAs) often provide plausible values for the administered competence tests to facilitate the estimation of population effects. This requires the specification of a background model that is appropriate for the specific research question. Because the German National Educational Panel Study (NEPS) is an ongoing longitudinal LSA, the range of potential research questions
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Correction: Impact of differential item functioning on group score reporting in the context of large-scale assessments Vis. in Eng. Pub Date : 2022-12-22 Joo, Sean, Ali, Usama S., Robin, Frederic, Shin, Hyo Jeong
Correction: Large-scale Assessments in Education (2022) 10:18 https://doi.org/10.1186/s40536-022-00135-7 In the original publication of this article (Joo et al. 2022), the second affiliation detail for author Usama Ali was not provided. The second affiliation is “South Valley University, Qena, Egypt”. The Original article has been corrected. Joo, S., Ali, U. S., Robin, F., & Shin, H. J. (2022). Impact
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A comparison of three approaches to covariate effects on latent factors Vis. in Eng. Pub Date : 2022-12-21 Wang, Ze
In educational and psychological research, it is common to use latent factors to represent constructs and then to examine covariate effects on these latent factors. Using empirical data, this study applied three approaches to covariate effects on latent factors: the multiple-indicator multiple-cause (MIMIC) approach, multiple group confirmatory factor analysis (MG-CFA) approach, and the structural
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Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data Vis. in Eng. Pub Date : 2022-12-19 Leino, Kaisa, Nissinen, Kari, Sirén, Marjo
Progress in International Reading Literacy Study (PIRLS) focuses on the reading proficiency of students mostly in the fourth year of schooling. A wide selection of studies has shown that family background and early literacy activities at home have substantial associations with student achievement in reading literacy. However, research focusing on teacher qualities and teaching processes is inadequate
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Managerial practices and school efficiency: a data envelopment analysis across OECD and MENA countries using TIMSS 2019 data Vis. in Eng. Pub Date : 2022-12-19 Bhutoria, Aditi, Aljabri, Nayyaf
School-level inefficiencies and mismanagement can have serious repercussions for human resource development and labor market outcomes. This paper investigates the extent and consequences of existing technical inefficiency of schools with respect to their resource- and people-management aspects at a cross-country level across Organisation for Economic Cooperation and Development (OECD) and the Middle
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Boys’ underachievement in mathematics and science: An analysis of national and international assessment data from the Kingdom of Saudi Arabia Vis. in Eng. Pub Date : 2022-12-16 Elsayed, Mahmoud A. A., Clerkin, Aidan, Pitsia, Vasiliki, Aljabri, Nayyaf, Al-Harbi, Khaleel
Boys in the Kingdom of Saudi Arabia consistently and significantly underperform compared to girls across different grades and subjects, forming one of the largest gender gaps in student achievement in the world. Saudi Arabia offers a unique setting in which boys and girls attend separate schools on a universal basis starting from grade 1. This means that boys and girls are educated only by male and
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Dynamics between reading and math proficiency over time in secondary education – observational evidence from continuous time models Vis. in Eng. Pub Date : 2022-12-09 Jindra, Christoph, Sachse, Karoline A., Hecht, Martin
Reading and math proficiency are assumed to be crucial for the development of other academic skills. Further, different studies found reading and math development to be related. We contribute to the literature by looking at the relationship between reading and math using continuous time models. In contrast to previous studies, this allows us to (a) report estimates for autoregressive and cross-lagged
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The substantiveness of socioeconomic school compositional effects in Australia: measurement error and the relationship with academic composition Vis. in Eng. Pub Date : 2022-11-23 Sciffer, Michael G., Perry, Laura B., McConney, Andrew
This study examines the effect of school socioeconomic composition on student achievement growth in Australian schooling, and its relationship with academic composition utilising the National Assessment Program—Literacy and Numeracy (NAPLAN) dataset. Previous research has found that school composition predicts a range of schooling outcomes. A critique of school compositional research has been that
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Student achievement, school quality, and an error-prone family background measure: exploring the sensitivity of the Heyneman-Loxley effect in Southern and Eastern Africa Vis. in Eng. Pub Date : 2022-11-23 Rew, W. Joshua, Andon, Anabelle, Luschei, Thomas F.
We examine the sensitivity of the Heyneman-Loxley Effect to the influence of an error-prone family background measure in 15 education systems from Southern and Eastern Africa. Our aim is to revisit a claim by Abby Riddell from the November 1989 issue of the Comparative Education Review concerning the reliability of family background measures and the estimation of the Heyneman-Loxley Effect. Three questions
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Using country-specific Q-matrices for cognitive diagnostic assessments with international large-scale data Vis. in Eng. Pub Date : 2022-11-21 Delafontaine, Jolien, Chen, Changsheng, Park, Jung Yeon, Van den Noortgate, Wim
In cognitive diagnosis assessment (CDA), the impact of misspecified item-attribute relations (or “Q-matrix”) designed by subject-matter experts has been a great challenge to real-world applications. This study examined parameter estimation of the CDA with the expert-designed Q-matrix and two refined Q-matrices for international large-scale data. Specifically, the G-DINA model was used to analyze TIMSS
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Impact of differential item functioning on group score reporting in the context of large-scale assessments Vis. in Eng. Pub Date : 2022-11-15 Joo, Sean, Ali, Usama, Robin, Frederic, Shin, Hyo Jeong
We investigated the potential impact of differential item functioning (DIF) on group-level mean and standard deviation estimates using empirical and simulated data in the context of large-scale assessment. For the empirical investigation, PISA 2018 cognitive domains (Reading, Mathematics, and Science) data were analyzed using Jackknife sampling to explore the impact of DIF on the country scores and
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Does school SES matter less for high-performing students than for their lower-performing peers? A quantile regression analysis of PISA 2018 Australia Vis. in Eng. Pub Date : 2022-11-11 Perry, Laura B., Saatcioglu, Argun, Mickelson, Roslyn Arlin
While the relationship between school socioeconomic composition and student academic outcomes is well established, knowledge about differential effects is not extensive. In particular, little is known whether the relationship differs for students with varying levels of academic performance. We examined whether the school socioeconomic composition effect on academic achievement is stronger or weaker
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Contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems Vis. in Eng. Pub Date : 2022-10-07 Yang Hansen, Kajsa, Radišić, Jeléna, Ding, Yi, Liu, Xin
The current study investigates school contextual effects on students’ academic self-concept and achievement, that is, peer socioeconomic effect and big-fish-little-pond effect (BFLPE), in four Nordic education systems (i.e., Denmark, Finland, Norway and Sweden) and selected Chinese education systems (Hong Kong and Beijing-Shanghai-Jiangsu-Zhejiang). The two school contextual effects are studied simultaneously
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Trend analyses of TIMSS 2015 and 2019: school factors related to declining performance in mathematics Vis. in Eng. Pub Date : 2022-10-06 Nilsen, Trude, Kaarstein, Hege, Lehre, Anne-Catherine
Gaining knowledge of what contextual factors may contribute to changes in student achievement across cycles of international large-scale assessments (ILSA), is important for educational policy and practice. Addressing this necessitates advanced methodology that utilizes the trend design of the ILSAs. The Trends in International Mathematics and Science Study (TIMSS) data is suitable for such analyses
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