ERIC Number: ED406128
Record Type: Non-Journal
Publication Date: 1992-Feb
Reference Count: N/A
Lapointe, Archie E.; And Others
This publication reports the results of the second International Assessment of Educational Progress for science. Twenty countries assessed the mathematics and science achievement of 13-year-old students and 14 countries assessed 9-year-old students in these same subjects. In some cases, participants assessed virtually all age-eligible children in their countries and in other cases they confined samples to certain geographic regions, language groups, or grade levels. In some countries, significant proportions of age-eligible children were not represented because they did not attend school. The following countries participated: Brazil, Canada, China, England, France, Hungary, Ireland, Israel, Italy, Jordan, Korea, Mozambique, Portugal, Scotland, Slovenia, Soviet Union, Spain, Switzerland, Taiwan, and the United States. Some of the reported highlights from the study are as follows: (1) in nearly all populations 13-year-old boys performed significantly better than girls; (2) science tests and quizzes are used most frequently in Taiwan, the Soviet Union, the United States, and Jordan; (3) the highest-achieving countries with the exception of Taiwan do not practice ability grouping within science classes at age 13; and (4) 13-year-olds in most countries do not spend a great deal of time doing science homework. (PR)
Descriptors: Academic Achievement, Comparative Education, Comparative Testing, Cross Cultural Studies, Developing Nations, Educational Research, Educational Testing, Elementary Secondary Education, Family Influence, Foreign Countries, Homework, Intermediate Grades, Science Achievement, Science Education, Science Tests
Center for the Assessment of Educational Programs (CAEP), Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ. Center for the Assessment of Educational Progress.