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Nortvedt, Guri A. – European Journal of Psychology of Education, 2018
This article addresses the policy implications of participation in international large-scale assessments (ILSAs), particularly the Programme for International Student Assessment (PISA), and the ways in which such implications might influence mathematics education. Taking Norway as a special case, this discussion focuses on insights into teaching,…
Descriptors: Educational Policy, High Achievement, Low Achievement, Foreign Countries
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Krstic, Ksenija; Šoškic, Andela; Kovic, Vanja; Holmqvist, Kenneth – European Journal of Psychology of Education, 2018
PISA results show that a considerable number of 15-year-old pupils after 8 to 10 years of schooling have a low level of functional reading literacy, as defined in the PISA framework. While PISA results help identify the level of reading competency, they do not reveal what might be the reasons why some students fail to solve the tasks. One way to…
Descriptors: Eye Movements, Reading Processes, Achievement Tests, Foreign Countries
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Radišic, Jelena; Baucal, Aleksandar – European Journal of Psychology of Education, 2018
The study explores how teachers perceive and go about students' thinking in connection to particular mathematical content and how they frame the notion of applied mathematics in their own classrooms. Teachers' narratives are built around two released PISA 2012 mathematics items, the 'Drip rate' and 'Climbing Mount Fuji' (will be referred to as the…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Baucal, Aleksandar; Pavlovic Babic, Dragica; Jošic, Smiljana – European Journal of Psychology of Education, 2018
Why do students give incorrect answers in PISA? What are the reasons for giving incorrect answers? Do all incorrect answers reflect only the lack of competence or might even a competent child make a mistake? The aim of this article is to contribute to a better understanding of these issues. In the current investigation, we selected six students…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Selleri, Patrizia; Carugati, Felice – European Journal of Psychology of Education, 2018
There is a consensus that the items proposed by the Program for International Student Assessment (PISA) program allow us to focus on the outcomes of the processes of appropriation and transformation of learning tools at the end of compulsory schooling, particularly regarding the key competencies for lifelong learning and citizenship in digital…
Descriptors: Foreign Countries, Achievement Tests, Secondary School Students, International Assessment
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Ajello, Anna Maria; Caponera, Elisa; Palmerio, Laura – European Journal of Psychology of Education, 2018
In Italy, from the 2003 reports to the present, the National Institute for the Educational Evaluation of Instruction and Training (INVALSI) has conducted research on Programme for International Student Assessment (PISA) results in order to understand Italian students' low achievement in mathematics. In the present paper, data from a representative…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Zuckerman, Galina – European Journal of Psychology of Education, 2004
What kind of developmental potential is present in elementary schoolchildren but hindered by the traditional type of education? Half a century ago Daniel El'konin and Vasili Davydov, the leaders of Russian Vygotskian educational psychology started answering this question. They suggested that reflection is a basic human ability and it can be…
Descriptors: Educational Psychology, Elementary Education, Metacognition, Foreign Countries