Unexpected gender differences in teacher ratings of academic skills and school track recommendations

Studies In Educational Evaluation, Год журнала: 2024, Номер 83, С. 101384 - 101384

Опубликована: Июль 2, 2024

Previous research suggests that girls get better school marks and are more often recommended for academic tracks after primary school. Using data from a representative sample of 4529 students who were followed longitudinally between grades 1–4 in Germany, this study adds nuance to picture. In simple logistic regression models, found favourable teacher ratings terms language written skills track recommendations, while boys got nature knowledge mathematical skills. models included control variables (achievement test scores, teacher-rated ability concentrate, social skills, personality characteristics), gender gaps shifted the boys' advantage, with remaining only domain female advantages. Linear growth showed three out four cases, widened over course

Язык: Английский

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Teaching quality and student reading outcomes: Evidence from a longitudinal study from grade 5 to 7

Studies In Educational Evaluation, Год журнала: 2024, Номер 81, С. 101347 - 101347

Опубликована: Март 1, 2024

The literature on the effects of teaching behavior student competence and motivation has primarily focused single facets, with limited attention to multiple components simultaneously. To address this gap, study examined a model learning by investigating 10 quality reported both students teachers. used sample 3067 in 150 schools Germany regressed reading attitudes towards grade 7 these variables. controlled for prior 5, as well other background characteristics, estimated school-fixed effects. results did not identify significant associations between investigated measures when considered simultaneously one model, after taking into account previous attitudes. discusses limitations implications findings.

Язык: Английский

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The role of parents, teachers, and pupils in IQ test scores: Correlates of the Programme for International Student Assessment (PISA) from 74 countries

Personality and Individual Differences, Год журнала: 2023, Номер 219, С. 112513 - 112513

Опубликована: Дек. 13, 2023

This study reports the associations between intelligence of over half a million 15-year-olds in 74 countries, assessed by 2018 Program for International Student Assessment (PISA) and their socio-economic psychological correlates. Correlational analysis indicates that an individual's average PISA score significantly correlated with parental education, pupils' attitudes to teaching learning schools, student academic confidence reading, support, school motivation, self-esteem self-determination. Regression analyses showed six variables were significant predictors scores, accounting 24 % total variance: maternal paternal students' The strongest predictor IQ was reading (β = 0.36, p < .001), followed education 0.16, .001). Implications limitations this research are discussed.

Язык: Английский

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The advantages of regional large-scale assessments: Evidence from the ERCE learning survey

International Journal of Educational Development, Год журнала: 2023, Номер 102, С. 102867 - 102867

Опубликована: Авг. 9, 2023

Язык: Английский

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The Curriculum–TIMSS Alignment for Grade 8 Science from 2007 to 2019: A Case of South Africa and Singapore

African Journal of Research in Mathematics Science and Technology Education, Год журнала: 2023, Номер 27(1), С. 71 - 84

Опубликована: Янв. 2, 2023

Язык: Английский

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Learning patterns and risks in distance learning during the COVID-19 lockdown – the pupils’ perspective in drama pedagogy-based focus groups

Research in Learning Technology, Год журнала: 2023, Номер 31

Опубликована: Июнь 5, 2023

In this study, primary school pupils have been surveyed using the methodology of drama pedagogy, focusing on two research questions: what risks online activities are and how children cope with these, experiences distance learning were. This study investigated both areas jointly from pupils’ perspective. Three anonymous focus groups were conducted 16 Hungarian (4 boys 12 girls; age range: 11–15 years) in July 2020, who joined to a voluntary basis recruited three rural counties different socioeconomic backgrounds. Respondents unequivocally recounted that during lockdown, they had spent significant part their time front screen, mostly without adult supervision. Whilst most only experienced forms teasing, some cyberbullying instances bordered criminal cases required involvement parents. High exposure such was months when mainly consisted receiving assignments work on, teachers almost unavailable. Future could compare teachers, creating an safe space for them where respond each other’s perceptions, interpretations opinions anonymously.

Язык: Английский

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Where nonresponse is at its loudest: Cross-country and individual differences in item nonresponse across the PISA 2018 student questionnaire

International Journal of Testing, Год журнала: 2024, Номер unknown, С. 1 - 28

Опубликована: Июль 24, 2024

The Programme for International Student Assessment (PISA) student questionnaire, despite being designed low cognitive demand, may induce test burden due to its 306-item length, resulting in increased item nonresponse toward the questionnaire's end. Using PISA 2018 response data from 80 countries and a cross-classified mixed effects model, this study explored average, cross-country, individual trends throughout questionnaire. average probability 2% at start 11% East Asian displayed flattest trends, while South American showed steepest. Individual differences were also prominent: students with lower initial propensity experienced steeper increase their as they progressed through whereas those higher remained relatively constant level. Our findings highlight importance of questionnaire design, context which it is administered, interaction cultural factors shaping behavior. We discuss implications design researchers using secondary analysis.

Язык: Английский

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Spain: The Response of the Education System to the COVID-19 Pandemic: How LNOB (Leaving No-One Behind) Got Lost in Translation

Evaluating education: Normative systems and institutional practices, Год журнала: 2024, Номер unknown, С. 171 - 188

Опубликована: Окт. 14, 2024

Abstract Historically the evidence from international surveys shows that Spanish students have levels of performance below OECD average, particularly in maths, which followed a flat line for over decade (from 2000 onwards) showing complete lack progress until some improvements took place around 2015. When compared to other countries, Spain has very few excellent students. This flatness been wrongly interpreted as signal education system sacrificed quality sake equity. Nothing could be further truth. The most distinctive feature is high rate early school leaving, represents worst kind inequity. During and after Covid-19 student declined despite short closures. policy response pandemic was lower standards, leading negative consequences. state alarm, central government decreed grade repetition forbidden, all should promote next teachers give their higher grades. These apparently temporary measures became new normal latest reform approved. result inflation on major scale. Thus, last years teachers’ grades become higher, while clearly show declines performance. Such complacency at national level will prevent any improvements. changes had greater impact among secondary since it this stage used common who failed several subjects not or obtain degrees. model created mirage disentangled true idea would help suffered greatest learning losses just plain wrong, those correctly identified receive support they need. In addition, illusion by achieved, generate false impression are improving, therefore policies having positive impact, when ILSAs tell us opposite.Finally, there two rich regions cycles experienced steepest declines. Catalonia Basque Country strong pro-independence movements great lever strengthen identities. As part these nationalistic politics, schools teach co-official languages exclusively, treating foreign language. such cases proportion take test (PISA, PIRLS TIMSS) language different spoken home half population, them speak home. Clearly harm ability learn.

Язык: Английский

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Using Process Data to Evaluate the Impact of Shortening Allotted Case Time in a Simulation‐Based Assessment

Educational Measurement Issues and Practice, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 27, 2024

Abstract The Computer‐based Case Simulations (CCS) component of the United States Medical Licensing Examination (USMLE) Step 3 was developed to assess decision‐making and patient‐management skills physicians. Process data can provide deep insights into examinees’ behavioral processes related completing CCS assessment task. In this paper, we utilized process evaluate impact shortening allotted time limit by rescoring cases based on extracted at various timestamps that represented different percentages original case time. It found performance as well correlation between newly generated scores both tended decrease timestamp condition became stricter. marginally associated with difficulties, but strongly dependent intensity under setting.

Язык: Английский

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A Systematic Review of Studies Investigating the Relationships Between School Climate and Student Outcomes in TIMSS, PISA, and PIRLS

Springer international handbooks of education, Год журнала: 2022, Номер unknown, С. 1 - 34

Опубликована: Янв. 1, 2022

Язык: Английский

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