Relevant bibliographies by topics / Programme for International Student Assessment

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Academic literature on the topic 'Programme for International Student Assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Programme for International Student Assessment"

1

Ainley, John, Dan Cloney, and Jessica Thompson. "Does student grade contribute to the declining trend in Programme for International Student Assessment reading and mathematics in Australia?" Australian Journal of Education 64, no. 3 (2020): 205–26. http://dx.doi.org/10.1177/0004944120948654.

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Declines in the scores of Australian 15-year-old students from the Programme for International Student Assessment are a matter of policy interest. Some of the declines may have resulted from shifts in the age-grade distributions of students in the Programme for International Student Assessment samples. We use multiple regression methods to model the student-level effects of grade for each Programme for International Student Assessment cycle allowing for the effects of student characteristics (e.g. socioeconomic background and gender) and jurisdiction. We estimate an average net effect of grade over the Programme for International Student Assessment cycles since 2006 as 42 scale points with no difference between reading and mathematics. We explore the extent to which differences between grades in achievement and changes in the grade distributions of students contributed to changes in average Programme for International Student Assessment achievement scores. We conclude that the relatively greater decline in Grade 11, compared to Grade 10 achievement, contributed to the overall decline and that shifts in distributions may have also contributed a little to those declines.
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Chamberlain, Megan C., and Emma J. Medina. "A case of being the same? Australia and New Zealand’s reading in focus." Australian Journal of Education 64, no. 3 (2020): 243–63. http://dx.doi.org/10.1177/0004944120953235.

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Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries’ students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students’ average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes towards reading and sense of belonging at school, and increasing bullying. While there are similarities among the two countries’ 15-year-olds, evidence shows practices are diverging at the middle primary schooling level, which may be impacting positively on younger Australian cohorts; these differences are also discussed with respect to early reading experiences.
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Rastuti, Musafir, and Rully Charitas Indra Prahmana. "The Programme for International Student Assessment Research in Indonesia." Jurnal Elemen 7, no. 2 (2021): 232–53. http://dx.doi.org/10.29408/jel.v7i2.3289.

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Several Programme for International Student Assessment (PISA) research articles published in Indonesia have contributed to PISA research development in Indonesia, with mathematics as one of the PISA domains. However, there is no research to categorize the PISA research article to give future PISA researchers essential information. Therefore, this study aims to organize PISA research in Indonesia in the period 2016-2020. This study uses the Systematic Literature Review (SLR). The SLR method identifies, analyzes, evaluates, and categorizes specific topics related to PISA research in Indonesia. The research data comes from 27 articles published in thirteen accredited journals in the Sinta 1 and Sinta 2 category by the Ministry of Research, Technology and Higher Education of the Republic of Indonesia as an achievement for review journals, which have excellent management and publication quality. The findings indicated that nine categories were identified in this study, including the PISA articles dominance, the development of PISA model math problems, PISA research and subjects, the research methods, the content and context, students' abilities, and the level of the questions. Lastly, this research contribution also is intended to guide future PISA researchers in determining PISA research trends and the following PISA research opportunities in Indonesia.
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Puslednik, Louise, and Patrick C. Brennan. "An Australian-based authentic science research programme transforms the 21st century learning of rural high school students." Australian Journal of Education 64, no. 2 (2020): 98–112. http://dx.doi.org/10.1177/0004944120919890.

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Authentic student-led inquiry and exposure to scientific research impact students’ science career choices. Given Australian students decline in STEM skills, knowledge of whether such programmes impact student learning is critical. This research examined the short-term impact of an authentic, hands-on research mentor programme on rural student’s science skills. Nine Year 10 students participated in a science academic research programme leading to scientific publications and students collecting of first-hand data from international experiments on a major world-wide health issue. The NSW Department of Education Year 10 VALID assessment scores of this intervention group were compared to a control group. Intervention students had significantly higher overall scores as well as significantly higher scores in 21st century skills. These results were supported by student’s self-assessment of their learning growth. Our study suggests authentic science research mentor programmes are pedagogically advantageous for Year 10 high achieving rural students. Educators’ willingness to embrace these innovative approaches has the potential to produce the next generation of scientists.
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5

Reflina, Reflina, and Fatma Liana Rahma P. "ANALISIS KEMAMPUAN LITERASI NUMERASI DALAM MENYELESAIKAN SOAL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)." Jurnal Karya Pendidikan Matematika 10, no. 1 (2023): 11. http://dx.doi.org/10.26714/jkpm.10.1.2023.11-20.

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This study aims to reveal deeper numeracy literacy skills in solving the Program for International Student Assessment (PISA) questions. This research was conducted at SMAS Cerdas Murni Tembung in the odd semester of the 2022/2023 academic year. The research subjects consisted of 28 students of class X MIPA-1. The research uses qualitative methods with a descriptive approach. The research instruments used were PISA test questions and interviews. The results showed that 44% of student were able to fulfill the ability indicators in using syimbols, numbers, and calculate mathematical operations contained in questions at levels 1, 4, and 5. In the indicator of the ability to analyze information from tables, graphs, diagrams, schematics, etc., it was obtained that 57,1% of students were able to solve PISA level 3. As well as indicators of skills in applying concepts as well as making decisions contained in level 2 and level 6 questions, 42,3% of students were able to meet these indicators. So that, the overall numeracy literacy ability of class X MIPA-1 students can be categorized as lacking in solving the Program For International Student Assessment (PISA) questions.
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6

Paudel, Chandra Mani, and Ram Chandra Panday. "Use of Large Scale Assessment Finding in South Asia: An Experience of Nepal." Shiksha Shastra Saurabh 21 (December 31, 2018): 80–90. http://dx.doi.org/10.3126/sss.v21i0.35100.

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This paper tries to present results from a systematic review of literature that reviewed the large-scale assessments finding in the South Asian context especially focusing Nepal. The main objective of the LEAP programme is to reform the quality of learning in the Asia-Pacific region by developing capacity of the Member States to collect, analyze and utilize international and national assessment data identifying learning enablers. The review has identified the high order skills overshadowed by rote learning. It has also employed Item Response Theory (IRT) making assessments comparable and connected with the previous levels. International Assessments such as the Programme for International Student Assessment (PISA) and the Trends in Mathematics and Science Study (TIMSS) collected vast amounts of data on schools, students and households. The use of education-related “big data” for evidence-based policy making is limited, partly due to insufficient institutional capacity of countries to analyze such data and link results with policies.
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7

Turyana, F. Intan, and Chika Rahayu. "Penerapan Soal Programme for International Student Assessment (PISA) Konteks Virus Corona." Jurnal Pendidikan Matematika dan Sains 9, no. 2 (2021): 123–27. http://dx.doi.org/10.21831/jpms.v9i2.34648.

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Tujuan penelitian ini untuk mengetahui kemampuan siswa dalam menyelesaikan soal matematika model Programme for International Student Assessment (PISA) dalam konteks virus Corona di SMP Xaverius Pagaralam. Metode penelitian ini menggunakan pre-experimental dengan desain one shot-case study. Metode ini merupakan eksperimen yang dilakukan tanpa adanya kelompok pembanding. Subjek penelitian ini adalah siswa kelas VIII SMP Xaverius Pagar Alam yang terdiri dari 30 siswa yaitu 13 laki-laki dan 17 perempuan. Hasil penelitian ini tergolong baik yang dapat dilihat dari nilai rata-rata hasil belajar siswa sebesar 77,66 dan termasuk kategori baik. Adapun siswa yang mendapat nilai sangat baik berada dalam rentang 86-100 yaitu sebanyak 2 siswa dengan persentase 6,66%. Siswa yang tergolong baik berada pada rentang 76-85 yaitu sebanyak 9 siswa dengan persentase 30,00% dan cukup berada pada rentang 56-75 yaitu sebanyak 17 siswa dengan persentase 56,66%. Terdapat 2 siswa mendapat kategori kurang yang berada pada rentang 10-55 dengan persentase 6,66%.
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8

Cromley, Jennifer G. "Reading Achievement and Science Proficiency: International Comparisons From the Programme on International Student Assessment." Reading Psychology 30, no. 2 (2009): 89–118. http://dx.doi.org/10.1080/02702710802274903.

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9

Sukhodimtseva, Anna, Marina Sergeeva, Dmitry Lukashenko, and Matvey Pyankov. "The methodology of the creation of a flowchart of teacher professional development programme in functional literacy aspect." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e15525. http://dx.doi.org/10.20952/revtee.v14i33.15525.

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The study has been directed to the teacher professional development perfection problem in functional literacy aspect as an integral part of holistic educational process to increase student efficiency, in compliance with the OECD’s Programme for International Student Assessment. The purpose is to research the historical content of the functional literacy phenomenon and approaches to a programme flowchart for teacher professional development education. A flowchart of the programme of teacher professional development has been elaborated to create an e-platform to enable teachers to master a competence-based model for further teaching and projecting educational process to form relevant functional literacy of students.
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10

Simon, Marielle. "Achievement Assessment Programs in Reading and Writing: What Lessons Can Be Learned?" Canadian Journal of Program Evaluation 22, no. 3 (2008): 165–81. http://dx.doi.org/10.3138/cjpe.0022.012.

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Abstract: Canada and its provinces and territories regularly subscribe to student achievement programs, primarily for social accountability purposes. In addition to administering their own provincial and territorial programs, they have participated for the past 30 years in the Third International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), and School Achievement Indicators Program (SAIP), recently replaced by the Pan-Canadian Assessment Program (PCAP). These programs assess the achievement of primary and secondary students in mathematics, science, reading, and writing. The PIRLS, PISA and PCAP all have a reading component, but only SAIP has a section on writing.
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