Journal articles: '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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

Abstract:

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%.

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Manoy, Janet Trineke, and Marinda Rosita Sari. "LITERASI MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)." JUMADIKA: Jurnal Magister Pendidikan Matematika 1, no. 2 (2020): 65–70. http://dx.doi.org/10.30598/jumadikavol1iss2year2019page65-70.

Full text

Abstract:

contenxts. This study aims to describe the mathematical literacy of class X high school students in solving PISA questions. Date collection wa carried out using tests and interviews. 2 questions level 4dan level 6 are given to students. Date analysis is based on PISA mathematical process indicators namely formulating, applying, and interpreting. The results showed that: in the process of formulating, students mentioned important information in the problem, how to slove it and what concepts would be used, as well as what was know and asked in the problem. In the process of applying students to design and implement strategies according to the information they have made, draw the required objects according to the questions given. In the process of interpreting, students explain the reasons why the conclusions they get are in accordance with the context of the problem given.

APA, Harvard, Vancouver, ISO, and other styles

12

Domínguez, María, Maria-José Vieira, and Javier Vidal. "The impact of the Programme for International Student Assessment on academic journals." Assessment in Education: Principles, Policy & Practice 19, no. 4 (2012): 393–409. http://dx.doi.org/10.1080/0969594x.2012.659175.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Jahić, Hatidža, Nejra Hadžiahmetović-Milišić, and Taida Čingić. "Otkrivanje obrazovnih puteva." Croatian review of economic, business and social statistics 10, no. 1 (2024): 27–41. http://dx.doi.org/10.62366/crebss.2024.1.003.

Full text

Abstract:

This paper explores the influence of socio-economic status on the education performance of male and female students in Bosnia and Herzegovina, utilizing data from the 2018 Programme for International Student Assessment (PISA). The study defines key terms such as education, socio-economic status, and international student assessments, emphasizing the significance of a quality educational system for societal development. By employing three models for science literacy, mathematics, and reading, the results indicate that parents' education and possession of cultural goods significantly impact student achievements. Students with higher-educated parents and who possess more books at home perform better in PISA tests. The gender variable however is found not to be statistically significant. The study emphasizes the significance of a "quiet study space", suggesting that students with such an environment achieve higher science test scores. While causality is not established, the analysis provides insights into the initial impact of socio-economic status on student achievements. The paper advocates for continued participation in international assessments project like PISA to monitor educational achievements and inform evidence-based policy making. The findings underscore practical implications for educational policymakers, and recommendations to enhance Bosnia and Herzegovina's educational system.

APA, Harvard, Vancouver, ISO, and other styles

14

Maryono, Maryono. "Proses Berpikir Mahasiswa dalam Menyelesaikan Masalah Berstandar PISA (Programme for International Student Assesment)." Journal of Education and Learning Mathematics Research (JELMaR) 1, no. 1 (2020): 1–14. http://dx.doi.org/10.37303/jelmar.v1i1.1.

Full text

Abstract:

One way to measure the development of a country in the main international scale assessment is the PISA (Programme International for Student Assesment). The thinking process of students in solving PISA standard problems can be analyzed using the theory of Assimilation and Accommodation. The approach used in this study is qualitative with the type of case study. The data analyzed in the form of the results of the subject's work when solving problems with PISA standards and the results of interviews with the research subjects. The subject of this study was a prospective student of mathematics at IAIN Tulungagung. The results of the study indicate that the thinking process of students when solving PISA standard problems includes: (a) assimilation: that is, students can directly apply their knowledge to the problems to obtain solutions to problems; and (b) accommodation: i.e. students modify their knowledge to be adapted to existing problems and form new knowledge to suit existing problems.

APA, Harvard, Vancouver, ISO, and other styles

15

Frey, Andreas, and Nicki-Nils Seitz. "Hypothetical Use of Multidimensional Adaptive Testing for the Assessment of Student Achievement in the Programme for International Student Assessment." Educational and Psychological Measurement 71, no. 3 (2011): 503–22. http://dx.doi.org/10.1177/0013164410381521.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Pholphirul, Piriya. "Pre-primary education and long-term education performance: Evidence from Programme for International Student Assessment (PISA) Thailand." Journal of Early Childhood Research 15, no. 4 (2016): 410–32. http://dx.doi.org/10.1177/1476718x15616834.

Full text

Abstract:

Several research papers have assessed the long-term benefits of pre-primary education in terms of academic performance and labor market outcomes. This study analyzes data obtained from the Programme for International Student Assessment (PISA) to estimate the effects of preschool enrollment of Thai students on producing long-term benefits in their academic performance. Results show that a mother’s educational attainment has a significant impact on the decision to enroll her child in preschool. Regarding the long-term benefits, our findings show that pre-primary education bears a significant and positive association with cognitive skills in all three areas of literacy tested under PISA, namely, reading, mathematics, and sciences. Regarding the economic status of students’ families, results indicate that the benefits of pre-primary education in cognitive skill improvement tend to be greatest in the case of students from low- to middle-income families. Evidence supports the promotion of long-term benefits of pre-primary education and, thus, the universal early childhood education policy. In particular, support should be given to childhood education programmes that specifically target children from disadvantaged groups and low-income households.

APA, Harvard, Vancouver, ISO, and other styles

17

Syarif Sumantri, Mohamad, and Nur Latifah. "Utilising AQAS 2021 Suggestions to Improve Postgraduate Primary Education Doctoral Programme Curriculum: Reflections from the Field." International Journal of Research and Review 9, no. 10 (2022): 230–41. http://dx.doi.org/10.52403/ijrr.20221027.

Full text

Abstract:

This study seeks to analyse the doctoral programme curriculum in basic education, Jakarta State University, and follow up on the recommendations of the AQAS international accreditation agency as a standard curriculum requirement. The programme was evaluated by collecting, analysing and following up on information regarding the challenges and confidence on the ability to meet the curriculum requirements. Responses to indicators are presented with comparisons based on the characteristics of the components of the AQAS/EQF accreditation review. The findings focused on the documentation and assessment process. The most frequently reported challenges were lack of enthusiasm or support from staff and students; need for common understanding regarding the curriculum; and time constraints faced by teaching staff. Overall, the programme evoked a moderate level of confidence from the alumni and graduate community. However, the characterisation of the basic education curriculum could not be determined. The findings show that the basic education doctoral study programme requires support from teaching staff to reduce the burden of curriculum, especially courses that are adapted to Outcome-Based Education OBE. Likewise, students' perceptions of the lecture process using a student-active learning approach may influence some programmes, as well as the implementation of the 6Cs, especially foreign language communication competence, which is a challenge for faculty and teaching staff. Further research is imperative to determine how the programme addresses this issue, and explore whether study programmes may report differently on EQF indicators after completing an accreditation review. The findings may help the postgraduate education association evaluate the joint curriculum. Keywords: curriculum, EQF, AQAS, basic education, assessment, accreditation,

APA, Harvard, Vancouver, ISO, and other styles

18

Hopp, Sam P. E. "Influence of Refugee Status Factors and Demographic Reporting on PISA Mathematics Scores in Germany." World Studies in Education 20, no. 1 (2019): 45–65. http://dx.doi.org/10.7459/wse/20.1.04.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

19

Boyle, Jennifer, Scott Ramsay, and Andrew Struan. "The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme." Journal of University Teaching and Learning Practice 16, no. 4 (2019): 41–53. http://dx.doi.org/10.53761/1.16.4.4.

Full text

Abstract:

Recognising the varied challenges presented by an increasingly diverse student body at our UK university (a research-intensive institution with a high proportion of international and widening participation students), an online and blended writing programme was developed. The Academic Writing Skills Programme (AWSP) is a fully online, compulsory writing diagnostic, consisting of a range of multiplechoice questions on grammar and a short essay. Run centrally by a department of multidisciplinary academic writing advisers, the programme was taken from a small, discipline-specific writing programme and transformed into an institution-wide, fully-funded technology-enhanced academic language course. This paper details and evaluates the process through which this development was achieved; it discusses the challenges encountered, explores the pedagogical justification and background of our approach, provides student assessment and feedback on the impact and efficacy of the programme, and offers guidance for practitioners in academic language support.

APA, Harvard, Vancouver, ISO, and other styles

20

Atik, Ilhan. "Vocational education according to programme for international student assessment-2015 results in turkey." Journal of Higher Education and Science 7, no. 3 (2017): 484. http://dx.doi.org/10.5961/jhes.2017.225.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Sälzer, Christine, and Nina Roczen. "Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct." International Journal of Development Education and Global Learning 10, no. 1 (2018): 5–20. http://dx.doi.org/10.18546/ijdegl.10.1.02.

Full text

Abstract:

International large-scale assessments such as the Programme for International Student Assessment (PISA) yield comparative indicators of student achievement in various competence domains. This article focuses on global competence as a suggested cross-curricular domain for the PISA 2018 study. The measurement of global competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have so far not been sufficiently targeted, Germany, among several other countries, has decided not to assess global competence in the upcoming PISA cycle. In conclusion, propositions are made regarding viable options to capture global competence in international comparative studies so that established quality standards can be met.

APA, Harvard, Vancouver, ISO, and other styles

22

Vazquez-Lopez, Vianey, and Eric Leonardo Huerta-Manzanilla. "Factors Related with Underperformance in Reading Proficiency, the Case of the Programme for International Student Assessment 2018." European Journal of Investigation in Health, Psychology and Education 11, no. 3 (2021): 813–28. http://dx.doi.org/10.3390/ejihpe11030059.

Full text

Abstract:

Almost 217 million secondary school students (60% of the world’s adolescents) do not reach minimum levels in reading proficiency at the end of secondary school, according to objective 4.1 of the UN’s Sustainable Development Goals. Therefore, the early and efficient identification of this disadvantage and implementation of remedial strategies is critical for economies. In 2018, the Programme for International Student Assessment (PISA) assessed the reading skills of 15-year-old students in 80 countries and economies. This work introduces a methodology that uses PISA’s data to build logistic regression models to identify the main factors contributing to students’ underperforming reading skills. Results showed that socioeconomic status (SES), metacognition strategies, Information and Communication Technology (ICT) skills, and student–teacher relationships are the most important contributors to low reading abilities.

APA, Harvard, Vancouver, ISO, and other styles

23

Kiliç Depren, Serpil. "DETERMINATION OF THE FACTORS AFFECTING STUDENTS’ SCIENCE ACHIEVEMENT LEVEL IN TURKEY AND SINGAPORE: AN APPLICATION OF QUANTILE REGRESSION MIXTURE MODEL." Journal of Baltic Science Education 19, no. 2 (2020): 247–60. http://dx.doi.org/10.33225/jbse/20.19.247.

Full text

Abstract:

In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students' science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students' science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs. Keywords: finite mixture models, Programme for International Student Assessment, quantile regression mixture models, science performance.

APA, Harvard, Vancouver, ISO, and other styles

24

Ning, Bo. "Discipline, motivation, and achievement in mathematics learning: An exploration in Shanghai." School Psychology International 41, no. 6 (2020): 595–611. http://dx.doi.org/10.1177/0143034320961465.

Full text

Abstract:

Utilizing the Programme for International Student Assessment 2012 Shanghai dataset ([Formula: see text]), this study examined the relationship between school disciplinary climate aggregated from mathematics classrooms and student mathematics learning outcomes, including mathematics achievement and intrinsic and instrumental motivation to learn mathematics, from the perspective of the self-determination theory of academic motivation. The results of the analyses demonstrated challenges supporting students in Shanghai schools to simultaneously perform well in the three mathematics learning outcomes. Meanwhile, an orderly school disciplinary climate might hurt students’ instrumental motivation, although it is beneficial to students’ mathematics achievement.

APA, Harvard, Vancouver, ISO, and other styles

25

Wu, Huang, Xingyuan Gao, and Jianping Shen. "Principal leadership effects on student achievement: a multilevel analysis using Programme for International Student Assessment 2015 data." Educational Studies 46, no. 3 (2019): 316–36. http://dx.doi.org/10.1080/03055698.2019.1584853.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Chambers, Rebecca G., Carlos J. Asarta, and Elizabeth N. Farley-Ripple. "Gender, Parental Characteristics, and Financial Knowledge of High School Students: Evidence From Multicountry Data." Journal of Financial Counseling and Planning 30, no. 1 (2019): 97–109. http://dx.doi.org/10.1891/1052-3073.30.1.97.

Full text

Abstract:

This study examines the gender gap in financial literacy by using the Financial Literacy Assessment from the OECD's Programme for International Student Assessment (PISA). The analysis focuses on the influence of parents on their children's understanding of financial concepts, utilizing multilevel modeling procedures to examine variance among students, within schools, and within countries. Based on data from 18 countries, results suggest that a gender gap in financial knowledge favoring male high school students is present and that parents may influence their children's financial knowledge.

APA, Harvard, Vancouver, ISO, and other styles

27

Scoular, Claire, Sofia Eleftheriadou, Dara Ramalingam, and Dan Cloney. "Comparative analysis of student performance in collaborative problem solving: What does it tell us?" Australian Journal of Education 64, no. 3 (2020): 282–303. http://dx.doi.org/10.1177/0004944120957390.

Full text

Abstract:

Collaboration is a complex skill, comprised of multiple subskills, that is of growing interest to policy makers, educators and researchers. Several definitions and frameworks have been described in the literature to support assessment of collaboration; however, the inherent structure of the construct still needs better definition. In 2015, the Organisation for Economic Cooperation and Development, in their Programme for International Student Assessment assessed 15-year-old students’ collaborative problem solving achievement, with the use of computer-simulated agents, aiming to address the lack of internationally comparable data in this field. This paper explores what the data from this assessment tell us about the skill, and how these data compare with data from two other assessments of collaboration. Analyses enable comment on the extent to which the three assessments are measuring the same construct, and the extent to which the construct can be covered using computer-based assessments. These investigations generate better understanding of this complex and innovative domain.

APA, Harvard, Vancouver, ISO, and other styles

28

Bilad, Muhammad Roil, Siti Zubaidah, and Saiful Prayogi. "Addressing the PISA 2022 Results: A Call for Reinvigorating Indonesia's Education System." International Journal of Essential Competencies in Education 3, no. 1 (2024): 1–12. http://dx.doi.org/10.36312/ijece.v3i1.1935.

Full text

Abstract:

The 2022 Programme for International Student Assessment (PISA) results depict a significant decline in the academic performance of Indonesian 15-year-olds in mathematics, reading, and science. The results position Indonesia's scores among the lowest since the country first participation in 2001. This editorial examines the implications of these results, drawing on data presented in PISA 2022, which illustrate the downward trend in performance and the widening gap between different socioeconomic groups. It argues for urgent educational reforms aimed at overhauling the current curricular frameworks, enhancing teacher training, and ensuring equitable educational opportunities. Specific strategies to achieve these goals include implementing the Merdeka Curriculum to promote student-centered learning, integrating educational neuroscience-based interventions to address learning disabilities, and leveraging intelligent tutoring systems and social media for collaborative learning. Additionally, developing localized assessments like the Indonesian Madrasah Competency Assessment and the Assessment of Indonesian Student Competence ensures alignment with international standards while addressing local needs. Through a comparative analysis with OECD averages and higher-performing nations, this piece highlights the necessity for Indonesia to adopt international best practices while tailoring them to local contexts. The ultimate goal is to equip Indonesian students with the skills necessary to meet both current and future challenges, thus improving their outcomes in subsequent PISA assessments and fostering national development. This article calls on policymakers, educational leaders, and stakeholders to engage in a concerted effort to address these educational deficiencies with the seriousness they deserve.

APA, Harvard, Vancouver, ISO, and other styles

29

Hadimu, Hasan Bashri, Theresia Laurens, and La Moma. "ANALISIS KEMAMPUAN BERPIKIR REFLEKTIF DAN ANALITIK PESERTA DIDIK SMP DALAM MENYELESAIKAN SOAL MODEL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 2 (2020): 46–59. http://dx.doi.org/10.30598/jumadikavol2iss2year2020page46-59.

Full text

Abstract:

During this time, reflective thinking and analytical skills have not been one of the objectives of mathematics and learners have not demonstrated reflective activity and analytic learning. The ability of the students ' reflective thinking and analytics is an important aspect to be examined and developed so that the learner's math learning is more optimal. The study aims to describe the ability of the students ' reflective thinking and analytic of junior high school in solving the Programme for International Student Assessment (PISA) model. This research is a qualitative descriptive study describing the reflective thinking skills and analytical students of junior high school in solving the Programme for International Student Assessment (PISA) model. The subject in this study is a class IX student consisting of three learners with the details of each of the 1 learners with reflective thinking skills, 1 student with analytic thinking skills and 1 student with reflective and analytical thinking skills. The data collection techniques used are tests of reflective thinking and analytical skills as well as interviews. Test Data and interviews are analyzed based on indicators that meet the ability of reflective thinking and analytical thinking skills. Data analysis techniques refer to the Miles and Hiberman concepts which include data reduction, data presentation, and conclusion withdrawal. Data validity techniques use observer persistence, triangulation time and peer checking. The results of the study provide conclusions: 1) Subject 1 meets the indicator of the reflective thinking ability, subject 1 able to the reacting phase, comparing, less in the contemplating phase: 2) Subject 2 meets the analytical thinking ability indicator, subject 2 is capable at would phase, organizing and attributing: 3) Subject 3 meets the indicator of reflective thinking capabilities capable of the reacting, comparing, contemplating and subject 3, organizing and attributing

APA, Harvard, Vancouver, ISO, and other styles

30

Gebhardt, Markus, Christine Sälzer, Julia Mang, Katharina Müller, and Manfred Prenzel. "Performance of Students With Special Educational Needs in Germany: Findings From Programme for International Student Assessment 2012." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 343–56. http://dx.doi.org/10.1891/1945-8959.14.3.343.

Full text

Abstract:

The reporting of findings from Programme for International Student Assessment (PISA) is an important part of educational monitoring in Germany. However, until now, the subsample of students with special educational needs (SEN) had been too small to single out this group and report findings. In PISA 2012, the sample of 9th-grade students in Germany was thus expanded by students with SEN in inclusive settings and students with SEN in an oversample of 49 special schools. This article describes and compares the proficiency of students with SEN in inclusive settings and in special schools. In all 3 PISA domains assessing literacy, reading, mathematics, and science, students with SEN in inclusive settings achieve proficiency Level 2, whereas students with SEN in special schools achieve proficiency Level 1. It turns out that students with SEN have a lower average socioeconomic status than regular students, especially those in special schools. Possible explanations for the higher achievement of students with SEN in inclusive settings are discussed.

APA, Harvard, Vancouver, ISO, and other styles

31

AR, Zaini Tamin, Kusaeri Kusaeri, Hanik Yuni Alfiyah, and Nia Indah Purnamasari. "MENAKAR BUDAYA LITERASI DI PESANTREN; Siginifikansi dan Relevansi Metode Programme for International Student Assessment." FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam 13, no. 01 (2021): 69–88. http://dx.doi.org/10.32806/jf.v13i01.4356.

Full text

Abstract:

Kebanyakan penelitian tentang literasi terfokus pada lembaga pendidikan formal seperti sekolah atau perguruan tinggi. Tidak banyak penelitian yang membahas terkait budaya literasi di lembaga pesantren. Dan sejauh ini, masih belum ada penelitian yang membahas terkait evaluasi budaya literasi di pesantren menggunakan Programme for International Student Assessment (PISA). Oleh sebab itu, penelitian ini bertujuan untuk menganalisis signifikansi dan relevansi metode PISA sebagai alat penilai budaya literasi di pesantren. Melalui studi pustaka - dengan sumber-sumber terkini yang relevan - penelitian ini menemukan bahwa, budaya literasi di pesantren telah mengakar dalam sejarah penyebaran Islam di Indonesia. Namun, hal ini jarang diteliti karena term literasi kerap diidentikkan dengan pendidikan di lembaga pendidikan umum. Untuk menilai kentalnya budaya literasi di pesantren, metode PISA paling komprehensif dan ketat untuk menilai kinerja, menterjemahkan, mengambil sampel dan mengumpulkan data tentang santri, keluarga, dan faktor kelembagaan yang dapat membantu menjelaskan perbedaan kinerja dan keterampilan literasi mereka. Penulis berargumen bahwa PISA memiliki relevansi untuk menilai budaya literasi di pesantren. Dalam hal ini, domain literasi membaca dalam PISA dapat dijadikan istrumen penilaian budaya iqra’, hifdz, bandongan, sorogan, mushawarah, muthala’ah, bahtsul masail dan lain sebagainya. Penelitian ini dapat dijadikan penegas bahwa begitu kentalnya budaya literasi di pesantren yang selama ini kerap luput dari perhatian.

APA, Harvard, Vancouver, ISO, and other styles

32

Paterson, Lindsay. "Scottish Performance in the Programme for International Student Assessment, 2006–2022: Falling Attainment and Rising Inequality." Scottish Affairs 33, no. 2 (2024): 131–56. http://dx.doi.org/10.3366/scot.2024.0497.

Full text

Abstract:

The Programme for International Student Assessment (PISA), run by the Organisation for Economic Cooperation and Development (OECD), is the largest regular investigation of school students’ attainment globally. It has been conducted usually every three years since 2006, measuring attainment of 15-year-olds in reading, mathematics and science. It also records wide-ranging information about students’ social characteristics and about their experience of school. The most recent round, in 2022, showed Scottish attainment to have fallen in all three domains. Although the decline since 2018 was partly due to the disruption caused by the Covid pandemic, this was not the whole explanation because Scottish scores have been falling since 2006. At the same time, social inequality has been widening. The paper summarises the evidence on this, and, by comparing the Scottish results with those in England, considers whether part of the explanation might be the different policies on the school curriculum in the two systems.

APA, Harvard, Vancouver, ISO, and other styles

33

Syarif Sumantri, Mohamad, and Nur Latifah. "Utilising AQAS 2021 Suggestions to Improve Postgraduate Primary Education Doctoral Programme Curriculum: Reflections from the Field." International Journal of Scientific Research and Management 10, no. 10 (2022): 1231–44. http://dx.doi.org/10.18535/ijsrm/v10i10.sh01.

Full text

Abstract:

This study seeks to analyse the doctoral programme curriculum in basic education, Jakarta State University, and follow up on the recommendations of the AQAS international accreditation agency as a standard curriculum requirement. The programme was evaluated by collecting, analysing and following up on information regarding the challenges and confidence on the ability to meet the curriculum requirements. Responses to indicators are presented with comparisons based on the characteristics of the components of the AQAS/EQF accreditation review. The findings focused on the documentation and assessment process. The most frequently reported challenges were lack of enthusiasm or support from staff and students; need for common understanding regarding the curriculum; and time constraints faced by teaching staff. Overall, the programme evoked a moderate level of confidence from the alumni and graduate community. However, the characterisation of the basic education curriculum could not be determined. The findings show that the basic education doctoral study programme requires support from teaching staff to reduce the burden of curriculum, especially courses that are adapted to Outcome-Based Education OBE. Likewise, students' perceptions of the lecture process using a student-active learning approach may influence some programmes, as well as the implementation of the 6Cs, especially foreign language communication competence, which is a challenge for faculty and teaching staff. Further research is imperative to determine how the programme addresses this issue, and explore whether study programmes may report differently on EQF indicators after completing an accreditation review. The findings may help the postgraduate education association evaluate the joint curriculum.

APA, Harvard, Vancouver, ISO, and other styles

34

Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Challenges impacting student learning in the International Baccalaureate Middle Years Programme." Journal of Research in International Education 19, no. 3 (2020): 183–201. http://dx.doi.org/10.1177/1475240920976228.

Full text

Abstract:

While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.

APA, Harvard, Vancouver, ISO, and other styles

35

Petko, Dominik, Andrea Cantieni, and Doreen Prasse. "Perceived Quality of Educational Technology Matters." Journal of Educational Computing Research 54, no. 8 (2016): 1070–91. http://dx.doi.org/10.1177/0735633116649373.

Full text

Abstract:

In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes toward educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters.

APA, Harvard, Vancouver, ISO, and other styles

36

Lin, Pei-Ying, and Yu-Cheng Lin. "International comparative assessment of early learning in exceptional learners: Potential benefits, caveats, and challenges." Policy Futures in Education 17, no. 1 (2018): 71–86. http://dx.doi.org/10.1177/1478210318819226.

Full text

Abstract:

Over the decades, it is evident that exceptional learners have been excluded from participating in international assessments such as OECD’s PISA (Programme for International Student Assessment) due to their disabilities. Drawing on the interdisciplinary theories and perspectives of educational assessment, measurement, and early childhood special education, the paper discusses the potential benefits young children with special needs may gain from the International Early Learning and Child Well-being Study (IELS), as well as considering caveats and challenges accompanying the use of IELS for these young special education populations. In particular, it raises a range of questions about what and how to collect, validly interpret, and use the IELS data to enhance early learning and development of exceptional learners in participating countries. Finally, the paper discusses accommodations that promote inclusionary assessment practices and level the playing field for young children with special needs.

APA, Harvard, Vancouver, ISO, and other styles

37

Pestovs, Pāvels, Dace Namsone, Līga Čakāne, and Ilze Saleniece. "ALIGNMENT OF 6TH GRADE LARGE-SCALE ASSESSMENT CONSTRUCTS WITH THE REVISED CURRICULUM FRAMEWORK." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 387. http://dx.doi.org/10.17770/sie2019vol2.3811.

Full text

Abstract:

One of the goals of the National Development Plan 2014-2020 is to reduce the proportion of students with low cognitive skills, and at the same time increase the proportion of students with higher level cognitive skills. In line with those goals, the National Centre for Education is implementing the project “Competency-based approach to curriculum”, funded by the European Social Fund. The purpose of the research described in this article is to find out to what extent the current large-scale national assessments for 6th Grade are coherent with the new curriculum and what improvements are needed for aligning the national assessments with the national curriculum. The theoretical framework of the research is developed by analysing the frameworks of the programme for international student assessment (PISA), trends in international mathematics and science study (TIMSS), progress in international reading literacy study (PIRLS), as well as the framework of the revised national curriculum in Latvia. National 6th Grade assessments of the year 2018 are analysed by using Classical test theory and Rasch model. The indicators of the test items are mapped according to the developed theoretical framework. Authors conclude that the national 6th Grade tests assess the elements of literacy, numeracy and scientific literacy. Students have a high level of performance in test items with low cognitive depths, but there is an insufficient number of test items with high cognitive depths, allowing pupils to demonstrate skills in new contexts, which is an essential goal of the new national curriculum. Further research is required on the use of data from the large-scale assessment in supporting and guiding student instruction and learning.

APA, Harvard, Vancouver, ISO, and other styles

38

Romanova, M., T. Baryshnikova, and L. Novikova. "Formation of Financial Literacy of Schoolchildren on the Topic «Taxes»." Standards and Monitoring in Education 9, no. 1 (2021): 17–24. http://dx.doi.org/10.12737/1998-1740-2021-9-1-17-24.

Full text

Abstract:

The article presents a practice-focused tasks for financial literacy, developed to meet requirements of the new standard on the subject of social Science, International programs, assessment of educational achievements of students 15 years of age PISA (Programme for Internetional Student Assessment). The results of the international PISA study assess the functional literacy of students, including the ability to use knowledge, skills and experience to solve life problems in personally and socially significant situations. When developing tasks, the authors focused on Russian legislation in the field of taxation and labor legislation. Task texts use economic concepts such as accrued salary, after-tax salary (on hand), salary, pension, stipend, and alimony. Tasks can be used by teachers in social studies, economics, mathematics, and financial literacy classes.

APA, Harvard, Vancouver, ISO, and other styles

39

You, Sukkyung, Eui Kyung Kim, Sun Ah Lim, and Myley Dang. "Student and Teacher Characteristics on Student Math Achievement." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199142. http://dx.doi.org/10.1177/1834490921991428.

Full text

Abstract:

Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate the effects of student and teacher characteristics on students’ mathematical achievement. First, the authors conduct an exploratory factor analysis to explore the factor structure for the various student and teacher variables of interest in this study. Second, they perform hierarchical linear modeling to analyze students’ and teachers’ multilevel structure in a school. The results suggest that student characteristics such as mathematics interest, instrument motivation, mathematics self-efficacy, mathematics anxiety, mathematics self-concept, and out-of-school study time predicted 39.9% of mathematical achievement variance. The results also suggest that mathematics self-efficacy had the largest effect on mathematical achievement. Teacher characteristics such as teacher-directed instruction, cognitive activation, teacher support, classroom management, and student–teacher relations predicted 34.9% of mathematical achievement variance. This study’s results have implications for educators in fostering a positive learning environment to increase students’ mathematics interest and self-efficacy, and focus on specific teacher characteristics to increase students’ mathematical achievement.

APA, Harvard, Vancouver, ISO, and other styles

40

Govorova, Elena, Isabel Benítez, and José Muñiz. "Predicting Student Well-Being: Network Analysis Based on PISA 2018." International Journal of Environmental Research and Public Health 17, no. 11 (2020): 4014. http://dx.doi.org/10.3390/ijerph17114014.

Full text

Abstract:

The latest trends in research extend the focus of school effectiveness beyond students’ acquisition of knowledge and skills, looking at aspects such as well-being in the academic context. Although the concept of well-being itself has been defined and measured in various ways, neither its dimensions nor the relationships between the components have been clearly described. The aim of the present study was to analyse how the elements of well-being interact and determine how they are influenced by school factors. To do that, we conducted a network analysis based on data from the Programme for International Student Assessment (PISA) 2018 international assessment. Our results demonstrated that cognitive, psychological, and social well-being variables form a solid welfare construct in the educational context, where students’ resilience and fear of failure, along with their sense of belonging, play central roles. Although the influence of school factors on student well-being is generally low, teaching enthusiasm and support promote positive school climates which are, in turn, crucial in reducing bullying.

APA, Harvard, Vancouver, ISO, and other styles

41

Volante, Louis, Don A. Klinger, Melissa Siegel, and Leena Yahia. "Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes." Policy Futures in Education 17, no. 8 (2019): 1037–56. http://dx.doi.org/10.1177/1478210319835336.

Full text

Abstract:

Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.

APA, Harvard, Vancouver, ISO, and other styles

42

Ma'rup, Ma'rup, Andi Husniati, Muhammad Rizal Usman, and Kristiawati Kristiawati. "MATHEMATICAL LITERACY ABILITY OF CAMPER TYPE STUDENTS BASED ON GENDER DIFFERENCES." MaPan 8, no. 2 (2020): 281–99. http://dx.doi.org/10.24252/mapan.2020v8n2a8.

Full text

Abstract:

This study illustrated the mathematical literacy ability of camper type students based on gender differences. The subject of this study were class X MIA students of SMAN 2 Takalar. This study is a descriptive study with a qualitative approach design. The data processed is Adversity Quotient data and students’ mathematical literacy abilities data. Adversity Response Profile (ARP) questionnaire was used to find out students with camper type. The test used to see the mathematical literacy ability of male and female students with camper type is PISA (Programme for International Student Assessment) question consists of three questions. Interviews were conducted to further explore students' mathematical literacy ability. Based on the data analysis, it was found that the mathematical literacy ability of the camper type female student was higher than the camper type male student.

APA, Harvard, Vancouver, ISO, and other styles

43

Anderson, John O., Huann-Shyang Lin, David F. Treagust, Shelley P. Ross, and Larry D. Yore. "Using Large-scale Assessment Datasets for Research in Science and Mathematics Education: Programme for International Student Assessment (PISA)." International Journal of Science and Mathematics Education 5, no. 4 (2007): 591–614. http://dx.doi.org/10.1007/s10763-007-9090-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

U., Marilyn. "Alignment of the Philippine Mathematics Teacher Education Curriculum with the Programme for International Student Assessment." European Journal of Mathematics and Science Education 2, no. 2 (2021): 145–61. http://dx.doi.org/10.12973/ejmse.2.2.145.

Full text

Abstract:

<p style="text-align: justify;">This study aimed to examine the alignment of the Philippine mathematics teacher education curriculum with the 2021 mathematics literacy framework of the Programme for International Student Assessment (PISA). Such study could inform the Philippine Commission on Higher Education (CHED) if its mandated bachelor’s degree in secondary education major in mathematics could produce teachers at the secondary level prepared to deliver the expectations of PISA to mathematically literate 15-year-old learners. Through document analysis, the researcher reviewed the alignment of two official documents accessible online: the 2017 Philippine mathematics teacher education curriculum and the 2021 PISA mathematics literacy framework. Three mathematics education experts validated the researcher’s analysis. The results revealed alignment of the content and competencies covered by the teacher education curriculum and PISA mathematics literacy framework. However, the researcher found gaps in the curriculum in terms of its responsiveness in capturing some contexts and 21st century skills emphasized in PISA 2021 mathematics literacy framework. The study provided recommendations in addressing the gaps to inform needed updating in the teacher education curriculum to meet the expectations of PISA as a step to meeting the international standards of quality educational program.</p>

APA, Harvard, Vancouver, ISO, and other styles

45

Akgül, Gülendam, Gökçe Cokamay, and Ergül Demir. "Predictors of Teacher Support: Turkey and Shanghai in the Programme for International Student Assessment, 2012." Eurasian Journal of Educational Research 16, no. 63 (2016): 115–32. http://dx.doi.org/10.14689/ejer.2016.63.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Schmiedel, Volker, Hans Vogt, and Harald Walach. "Are pupils’ ‘Programme for International Student Assessment (PISA)’ scores associated with a nation’s fish consumption?" Scandinavian Journal of Public Health 46, no. 7 (2017): 675–79. http://dx.doi.org/10.1177/1403494817717834.

Full text

Abstract:

Aims: Omega-3 fatty acids are essential for neurodevelopment. Fish is a major source of these essential nutrients. We asked whether a nation’s fish consumption is associated with its pupils’ PISA scores as measures of school achievement, independent of economic status and breastfeeding. Method (Design and Setting): This was a regression analytic study based on published data. Results: Data on fish consumption and PISA scores were available for 64 countries. A significant regression model explained 72% of the variance in PISA scores. Breastfeeding does not enter the model. After controlling for technical and/or economic development, a nation’s fish consumption remains a significant predictor, explaining an additional 4% of the variance. Discussion: This effect is likely due to the fact that fish, as the major source of omega-3 polyunsaturated fatty acids for a population, is important for the omega-3 supply to mothers and the early neurodevelopment of their children. Conclusions: Fish consumption, as a proxy for a population’s omega-3 supply, is an independent predictor of pupils’ school achievement, in addition to a nation’s economic development.

APA, Harvard, Vancouver, ISO, and other styles

47

Fiore, Brunella, and Donatella Poliandri. "The Programme for International Student Assessment and Google: An analysis of online news in Italy." European Journal of Education 55, no. 3 (2020): 428–40. http://dx.doi.org/10.1111/ejed.12406.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Suggate, Sebastian P. "School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA)." International Journal of Educational Research 48, no. 3 (2009): 151–61. http://dx.doi.org/10.1016/j.ijer.2009.05.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Duru-Bellat, Marie, and Bruno Suchaut. "Organisation and Context, Efficiency and Equity of Educational Systems: What PISA Tells Us." European Educational Research Journal 4, no. 3 (2005): 181–94. http://dx.doi.org/10.2304/eerj.2005.4.3.3.

Full text

Abstract:

After describing both average scores, dispersion, and social inequalities in achievement in the various countries included in the latest Programme for International Student Assessment (PISA) study, this article relates those ‘products' to country economic and cultural characteristics. It then explores relations between student scores and a number of institutional characteristics of countries' educational systems. Results show that relations exist between average scores and certain institutional or pedagogical practices such as grade repeating or tracking. A high degree of social inequality in achievement proves to be associated with overall score dispersion and degree to which educational system differentiates among students.

APA, Harvard, Vancouver, ISO, and other styles

50

Nopriyanti, Tika Dwi, Zulkardi Zulkardi, Ratu Ilma Indra Putri, and Nyimas Aisyah. "Soal Matematika Model Programme For International Student Assesment (PISA) Pada Pembelajaran Matematika Sekolah Menengah." SJME (Supremum Journal of Mathematics Education) 8, no. 1 (2024): 1–12. http://dx.doi.org/10.35706/sjme.v8i1.8650.

Full text

Abstract:

Abstrak Pisa (Programme For International Student Assessment) Is one of the things that is set as an indicator of current learning success. Many studies to discuss PISA have been carried out in Indonesia so that various literatures are needed. This research methodology uses a liberature review system (SLR) where as a library that contains studies, evaluations of all research related to PISA. This study retrieves data via Google with the PISA syntax, PISA Questions, PISA Mathematics whit a range of 2018-2022 taking 35 articles to be studied and analysed.

APA, Harvard, Vancouver, ISO, and other styles

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles