scholarly journals READING COMPETENCE AND ENGAGEMENT OF LATVIAN STUDENTS IN THE VIEW OF OECD PISA 2018 RESULTS

2020 ◽  
Vol 3 ◽  
pp. 274
Author(s):  
Ilze Kangro ◽  
Andris Kangro ◽  
Rita Kiseļova
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Further Education ◽  
Reading Engagement ◽  
Professional Activity ◽  
Reading Competence ◽  
International Student Assessment ◽  
Education Professional ◽  
First Results ◽  
Oecd Pisa

Students' reading competence determines the achievements of learners in all areas of school education as well as in their further education, professional activity and life. The results of the OECD Program for International Student Assessment - OECD PISA 2018 confirm the need to improve reading competence in Latvia (OECD, 2019).The aim of the study is to analyze the achievement of Latvia's fifteen-year-old students in OECD PISA 2018 and the previous international program cycles in relation to students' reading engagement and its changes. Reading engagement significantly influences not only students' reading competence but are in themselves one of the goals of modern education (Guthrie & Wigfield, 2000; Guthrie, Klauda & Ho, 2013). The study will use the OECD PISA international databases for statistical analysis the data of Latvia and other countries for comparisons with OECD averages, and especially with the attitudes and achievements of Estonian and Finnish students. The analysis of the first results shows that the promotion of reading engagement among Latvian students, especially boys, is one of the factors for increasing reading competence. 

Facilitating Reading Engagement in Shared Reading

Poetics Today ◽  
2021 ◽  
Vol 42 (2) ◽  
pp. 229-251
Author(s):  
Mette Steenberg ◽  
Charlotte Christiansen ◽  
Anne Line Dalsgård ◽  
Anne Maria Stagis ◽  
Liv Moeslund Ahlgren ◽  
...  
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Shared Reading ◽  
Literary Analysis ◽  
Reading Engagement ◽  
Literary Reading ◽  
International Student Assessment ◽  
Specific Practice ◽  
Educational Need

Abstract This article responds to this special issue's overarching interest in the relation between modes of reading and the experiences of actual readers by analyzing how the specific practice of shared reading facilitates readers’ engagement in literary reading. The article responds both to an under-investigated dimension of the practice of shared reading, that of the role of facilitation, and to a pressing articulated and educational need to develop additional and better methodologies for fostering literary reading engagement, as existing results from the Organisation for Economic Co-operation's Programme for International Student Assessment (PISA) have demonstrated the importance of reading engagement for both academic achievement and social mobility. By linking the notion of engagement within the PISA framework with phenomenologically oriented empirical research on expressive reading and the notion of emergent thinking in existing shared reading research, the article argues for the role of the reader leader in facilitating literary engagement. These connections may inspire literary scholars to consider the link between literary analysis and the didactics of literary reading.

The political decision on Portugal’s entry into PISA: A research note

2020 ◽  
pp. 147821032097153
Author(s):  
Teresa Teixeira Lopo
Keyword(s):  
Education Policy ◽  
International Student ◽  
Student Assessment ◽  
The Political ◽  
Political Decision ◽  
Political Actors ◽  
National Education ◽  
International Student Assessment ◽  
First Results ◽  
The Government

In this article we carry out a preliminary reconstitution of the genealogy of the political decision to integrate Portugal in PISA (Programme for International Student Assessment), promoted by the Organisation for Economic Co-operation and Development, made in 1999 and implemented in 2000. For this we used a comprehensive analysis of newspaper articles, legal texts and documents on education policy as well as of interviews with relevant political actors. The first results of this analysis suggest that the decision, which was not unanimous among the government members with responsibilities in the education field, was taken by normative emulation, and aimed to consolidate a particular direction of the national education policy.

scholarly journals Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

2020 ◽  
Vol 12 (2) ◽  
pp. 749 ◽  
Author(s):  
Esteban Vázquez-Cano ◽  
José Gómez-Galán ◽  
Alfonso Infante-Moro ◽  
Eloy López-Meneses
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Reading Performance ◽  
Reading Competence ◽  
Digital Devices ◽  
International Student Assessment ◽  
Use Of Technology ◽  
Academic Activities ◽  
Variance Explained ◽  
At Home

This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people.

Cultural Diversity in the Classroom and its Effects on Academic Performance

2010 ◽  
Vol 41 (4) ◽  
pp. 230-237 ◽  
Author(s):  
Paul N’Dri Konan ◽  
Armand Chatard ◽  
Leila Selimbegović ◽  
Gabriel Mugny
Keyword(s):  
Academic Performance ◽  
Cultural Diversity ◽  
Test Performance ◽  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
Educational Institutions ◽  
International Student Assessment ◽  
Oecd Pisa ◽  
And Mathematics

Drawing on data from the Organization for Economic Cooperation and Development’s Program for International Student Assessment (OECD/PISA), we examined the relationship between the percentage of immigrant students and the reading and mathematics performances of native and immigrant students across nations. In line with research on cultural diversity, results indicated performance benefits as the percentage of immigrant students increased across nations. Interestingly, these effects remained significant for both native and immigrant students, once several other predictors of test performance at the national, school, and individual levels were controlled for. These findings challenge the assumption that the increasing presence of immigrant students in educational institutions represents a threat to native students’ academic performance. Potential mechanisms are proposed and discussed, offering new avenues for research.

Mathematics educators are speaking about PISA, aren’t they?

2020 ◽  
Vol 39 (4) ◽  
pp. 266-280
Author(s):  
Chiara Giberti ◽  
Andrea Maffia
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
International Student ◽  
Student Assessment ◽  
Development Program ◽  
Mathematics Education Research ◽  
Future Research ◽  
International Student Assessment ◽  
Oecd Pisa ◽  
Using Data

Abstract This paper sets out to explore the different uses made of Organisation for Economic Co-operation and Development Program for International Student Assessment (OECD-PISA) tests and data in mathematics education research. Through a comprehensive literature review of journals and conference papers, we show that although a large variety of topics is addressed, they do not cover all the topics considered in mathematics education research. Analysing the temporal and geographical distribution of papers, we find that there is increasing interest in the use of PISA in our field of research and that different countries are involved in different ways in mathematics education research about PISA. As a conclusion, we suggest that critical research into the effect of PISA can be developed further, especially in those countries that have joined the OECD survey in recent years. Other future research paths using data from PISA are detected.

Comparing the Efficiency of Schools Through International Benchmarking: Results From an Empirical Analysis of OECD PISA 2012 Data

2018 ◽  
Vol 47 (6) ◽  
pp. 352-362 ◽  
Author(s):  
Tommaso Agasisti ◽  
Pablo Zoido
Keyword(s):  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Data Envelopment ◽  
Managerial Efficiency ◽  
Nonparametric Approach ◽  
International Student Assessment ◽  
International Benchmarking ◽  
Oecd Pisa

This paper derives efficiency scores for around 8,500 schools in 30 countries, using Programme for International Student Assessment 2012 data and a nonparametric approach called data envelopment analysis as method. On average, achievement scores of schools can be increased by 27%, holding inputs constant. Efficiency scores vary considerably both between and within countries; the role of managerial efficiency and structural differences due to operating in different contexts (countries) is disentangled. Subsequently, a number of school-level factors are found to be correlated with efficiency scores and indicate potential directions for improving educational results. Heterogeneity of such characteristics across countries and along the distribution of efficiency is explored.

scholarly journals Knowledge and Skills for Life, first results from the OECD Programme for International Student Assessment (PISA) 2000

2003 ◽  
Vol 17 (34) ◽  
Author(s):  
FRANCISCO XAVIER GONZÁLEZ Y ORTÍZ
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Knowledge And Skills ◽  
International Student Assessment ◽  
First Results

Knowledge and Skills for Life, first results from the OECD Programme for International Student Assessment (PISA) 2000

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

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