Using Large-Scale Assessment Datasets for Research in Science and Mathematics Education: Programme for International Student Assessment (PISA)

Autor/inn/en	Anderson, John O.; Lin, Huann-Shyang; Treagust, David F.; Ross, Shelley P.; Yore, Larry D.
Titel	Using Large-Scale Assessment Datasets for Research in Science and Mathematics Education: Programme for International Student Assessment (PISA)
Quelle	In: International Journal of Science and Mathematics Education, 5 (2007) 4, S.591-614 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-007-9090-y
Schlagwörter	Mathematics Education; Academic Achievement; Interests; Numeracy; Measures (Individuals); Foreign Countries; Scientific Literacy; Research Opportunities; Science Education; Student Evaluation; Taiwan; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schulleistung; Bildungsinteresse; Rechenkompetenz; Messdaten; Ausland; Forschungshaushalt; Naturwissenschaftliche Bildung; Schulnote; Studentische Bewertung
Abstract	Large-scale assessments of student achievement provide a window into the broadly defined concepts of literacy and generate information about levels and types of student achievement in relation to some of the correlates of learning, such as student background, attitudes, and perceptions, and perhaps school and home characteristics. This paper provides an overview and outlines potential research opportunities of one such assessment--the Programme for International Student Assessment (PISA). In order to provide examples of the work that can be accomplished with these data, we describe and discuss the results generated from PISA 2000 and PISA 2003 in terms of international comparisons of achievement and the models of relational patterns of student, home, and school characteristics. We provide insight from the recent pilot testing conducted in Taiwan for PISA 2006, which has a focus on scientific literacy. This is followed by a discussion of the implications and potentials of the 2000 and 2003 datasets to facilitate research on scientific and mathematical literacy. The paper concludes with a look ahead to PISA 2006 and what researchers should be attending to in the research reports generated from the OECD and the research interests that they could follow given access to the datasets generated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10