Analyzing TALIS Indicators and PISA Results with Data Envelopment: Comparison of EMS, DEAP, and R Software

Autor/in	Büyükkidik, Serap
Titel	Analyzing TALIS Indicators and PISA Results with Data Envelopment: Comparison of EMS, DEAP, and R Software
Quelle	In: International Journal of Contemporary Educational Research, 9 (2022) 3, S.492-508 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Büyükkidik, Serap)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Administrator Surveys; Teacher Surveys; International Assessment; Achievement Tests; Secondary School Students; Foreign Countries; Educational Indicators; Comparative Education; Efficiency; Scores; Computer Software; Models; Benchmarking; Belgium; Denmark; Finland; Italy; South Korea; Mexico; Netherlands; Norway; Portugal; Canada; Japan; Estonia; Teaching and Learning International Survey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Educational indicato; Bildungsindikator; Vergleichende Erziehungswissenschaft; Effectiveness; Effektivität; Wirkungsgrad; Analogiemodell; Belgien; Dänemark; Finnland; Italien; Korea; Republik; Mexiko; Niederlande; Norwegen; Kanada; Estland
Abstract	The Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA) are large-scale measurements about teaching and learning. There is a link between TALIS indicators and PISA results. We investigated which countries are effective according to TALIS indicators as inputs and PISA 2015 mathematics, scientific, and reading literacy scores as outputs in this research. Common 24 countries' data from TALIS 2013 and PISA 2015 were analyzed. Data envelopment analysis was used in this quantitative research. Belgium, Denmark, Finland, Italy, Korea, Mexico, Netherlands, Norway, and Portugal were effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.1.3 software according to the input-oriented Charnes, Cooper, and Rhodes (CCR) model. Belgium, Canada, Denmark, Estonia, Finland, Italy, Japan, Korea, Mexico, Netherlands, Norway, and Portugal were effective countries in EMS 1.3, DEAP-XP 2.1, and R-4.1.3 software according to the input-oriented Banker, Charnes, and Cooper (BCC) model. The results obtained from the BCC and CCR model differ partially. Italy and Norway should be taken as references mostly by ineffective countries for getting better PISA scores according to both models analyzing with EMS 1.3, DEAP-XP 2.1, and R-4.1.3. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01