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Gubbels, Joyce; Swart, Nicole M.; Groen, Margriet A. – Large-scale Assessments in Education, 2020
Previous research on the relationship between students' home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at…
Descriptors: Foreign Countries, Information Technology, Reading Achievement, Secondary School Students
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Vézina, Samuel; Bélanger, Alain – Large-scale Assessments in Education, 2020
Recent literature shows that younger cohorts have lower levels of literacy ceteris paribus in Canada, the United States, Norway and other developed countries. Very few explanations are provided to justify the existence of this negative cohort effect. Yet this decline has serious implications for the economy, education system and society. In this…
Descriptors: Grouping (Instructional Purposes), Foreign Countries, Adults, Age Differences
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Kunina-Habenicht, Olga; Goldhammer, Frank – Large-scale Assessments in Education, 2020
As a relevant cognitive-motivational aspect of ICT literacy, a new construct "ICT Engagement" is theoretically based on self-determination theory and involves the factors ICT interest, Perceived ICT competence, Perceived autonomy related to ICT use, and ICT as a topic in social interaction. In this manuscript, we present different…
Descriptors: International Assessment, Achievement Tests, Foreign Countries, Secondary School Students
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Bundsgaard, Jeppe – Large-scale Assessments in Education, 2019
International large-scale assessments like international computer and information literacy study (ICILS) (Fraillon et al. in International Association for the Evaluation of Educational Achievement (IEA), 2015) provide important empirically-based knowledge through the proficiency scales, of what characterizes tasks at different difficulty levels,…
Descriptors: Test Bias, International Assessment, Test Items, Difficulty Level
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Bellens, Kim; Van Damme, Jan; Van Den Noortgate, Wim; Wendt, Heike; Nilsen, Trude – Large-scale Assessments in Education, 2019
In the Trends in Mathematics and Science Study (TIMSS) 2015, the educational systems from the Dutch speaking part of Belgium (Flanders), Germany, and Norway included scales capturing three dimensions of instructional quality (INQUA): classroom management, supportive climate, and cognitive activation. With the inclusion of these extra scales, a…
Descriptors: Foreign Countries, Elementary Secondary Education, Achievement Tests, International Assessment
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Gray, Helen; Lyth, Andrew; McKenna, Catherine; Stothard, Susan; Tymms, Peter; Copping, Lee – Large-scale Assessments in Education, 2019
A recent study by Baye and Monseur (Large Scale Assess Educ 4:1-16, 2016) using large, international educational data sets suggest that the "greater male variation hypothesis" is well supported. Males are often over-represented at the tails of the ability distribution despite similarity in measures of central tendency and the gradual…
Descriptors: Gender Differences, International Assessment, Foreign Countries, Males
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Kampa, Nele; Wagner, Helene; Köller, Olaf – Large-scale Assessments in Education, 2019
Background: Stakeholders' interpretations of the findings of large-scale educational assessments can influence important decisions. In the context of educational assessment, standard-setting remains an especially critical element, because it is complex and largely unstandardized. Instruments established by means of standard-setting procedures such…
Descriptors: Standard Setting (Scoring), Test Interpretation, Stakeholders, Validity
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Hwang, Jihyun – Large-scale Assessments in Education, 2019
The purpose of this research is to gather empirical evidence for attribution theory (Weiner in J Educ Psychol 71(1):3-25. https://doi.org/10.1037/0022-0663.71.1.3, 1979) to explain students' feelings of helplessness when learning mathematics. The relationships between mathematics literacy in PISA 2012 and learned helplessness were also observed.…
Descriptors: Foreign Countries, Achievement Tests, Secondary School Students, International Assessment
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Isac, Maria Magdalena; Palmerio, Laura; van der Werf, M.P.C. – Large-scale Assessments in Education, 2019
Background: Promoting tolerance is an important goal of European education policies focused on education for democratic citizenship and human rights. In this article, we argue that cross-cultural comparability must be empirically assessed and ensured for the measurement of highly relevant indicators that serve to monitor inter-European and…
Descriptors: Foreign Countries, Public Policy, Educational Policy, Democratic Values
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Pivovarova, Margarita; Powers, Jeanne M. – Large-scale Assessments in Education, 2019
Background: Immigrants and their children are the fastest-growing demographic group in the United States, and schools are often the first social institution young immigrants engage with on a sustained basis. As such, the academic achievement of immigrant students can be viewed as an indicator of their incorporation and a predictor of educational…
Descriptors: Immigrants, Generational Differences, Academic Achievement, Mathematics Achievement
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Meinck, Sabine; Brese, Falk – Large-scale Assessments in Education, 2019
Potential differences in achievement between female and male students have always been an interesting topic in educational research, as well as having policy and economic implications. This study provides an overview of the so-called "gender gap" in mathematics and science knowledge, based on an in-depth analysis of both extremes of…
Descriptors: Educational Trends, Gender Differences, Evidence, Achievement Tests
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Ghasemi, Ehsan; Burley, Hansel – Large-scale Assessments in Education, 2019
Understanding why women are consistently underrepresented in STEM fields has been a constant puzzle, with a consistent feature of the puzzle being performance in math. This study uses data from TIMSS exams to investigate cross-national gender differences in math-related affect, more precisely liking mathematics, confidence in mathematics, and…
Descriptors: Gender Differences, Disproportionate Representation, STEM Education, Mathematics
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Palczynska, Marta; Swist, Karolina – Large-scale Assessments in Education, 2018
Background: There is a growing literature providing evidence on the importance of non-cognitive skills for life outcomes. However, to date there is limited evidence on the gains from incorporating such measures into large-scale competence surveys. Methods: We investigate the relationship between personality traits and eight important life…
Descriptors: Foreign Countries, International Assessment, Personality Traits, Personality Measures
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Daus, Stephan; Braeken, Johan – Large-scale Assessments in Education, 2018
Background: Fair comparisons of educational systems in large-scale assessments can be made only if the differences in curricula have little impact on the outcomes. This study investigated the sensitivity of science achievement rankings to varying degrees of curriculum implementation in the Trends in International Mathematics and Science Study…
Descriptors: Achievement Tests, Elementary Secondary Education, Foreign Countries, International Assessment
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Hole, Arne; Grønmo, Liv Sissel; Onstad, Torgeir – Large-scale Assessments in Education, 2018
Background: This paper discusses a framework for analyzing the dependence on mathematical theory in test items, that is, a framework for discussing to what extent knowledge of mathematical theory is helpful for the student in solving the item. The framework can be applied to any test in which some knowledge of mathematical theory may be useful,…
Descriptors: International Assessment, Foreign Countries, Achievement Tests, Secondary School Students
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