Using TIMSS and PISA Results to Inform Educational Policy: A Study of Russia and Its Neighbours

Autor/inn/en	Carnoy, Martin; Khavenson, Tatiana; Ivanova, Alina
Titel	Using TIMSS and PISA Results to Inform Educational Policy: A Study of Russia and Its Neighbours
Quelle	In: Compare: A Journal of Comparative and International Education, 45 (2015) 2, S.248-271 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2013.855002
Schlagwörter	Comparative Education; Educational Policy; Achievement Tests; Mathematics Achievement; Science Achievement; Mathematics Tests; Science Tests; Foreign Countries; Family Environment; Russian; Language of Instruction; Trend Analysis; Social Capital; Cultural Capital; Secondary School Students; Czech Republic; Estonia; Finland; Hungary; Latvia; Lithuania; Sweden; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Familienmilieu; Russisch; Teaching language; Unterrichtssprache; Trendanalyse; Sozialkapital; Sekundarschüler; Tschechische Republik; Estland; Finnland; Ungarn; Lettland; Litauen; Schweden
Abstract	In this paper, we develop a multi-level comparative approach to analyse Trends in International Mathematics and Science Survey (TIMSS) and Programme of International Student Achievement (PISA) mathematics results for a country, Russia, where the two tests provide contradictory information about students' relative performance. Russian students do relatively well on the TIMSS mathematics test but relatively poorly on the PISA. We compare the performance of Russian students with different levels of family academic resources over the past decade on these tests compared to students with similar family resources in Russia's neighbours and to Russian students studying in Latvian and Estonian Russian-medium schools. These comparisons and interviews with educators in Latvia and Estonia help us understand why students in Russia may perform lower on the PISA and to draw education policy lessons for improving international test performance generally and Russian students' PISA mathematics performance specifically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01