Surveying Educational Opportunity in Mathematics and Science: An International Perspective

Schmidt, William H.; McKnight, Curtis C.

doi:10.2307/1164511

Cited by 12 publications

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“…The notion of opportunity to learn (OTL) has since become an important concept in international student assessments (Husén 1967(Husén , 1974Schmidt and McKnight 1995;Schmidt et al 2001), and it was shown to be strongly associated with student performance, especially in cross-country comparisons (Schmidt and Maier 2009, pp. 552-556).…”

Section: The Basic Model Of School Effectiveness (Cipo-model) and Insmentioning

confidence: 99%

The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research

Davier¹,

González²,

Kirsch³

et al. 2013

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Library of Congress Control Number: 2012944183 © Springer Science+Business Media Dordrecht 2013No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.v Preface This volume consists of the papers presented at the International Large-Scale Assessment conference held at Educational Testing Service (ETS) in March 2011. The conference was designed to present and discuss multidisciplinary issues related to the use and implementation of international large-scale assessments. It was geared towards funders, policymakers, managers, and technical staff of international largescale assessment programs. The conference covered the following topics: largescale assessments as change agents; technologies in large-scale assessments; the role of assessing cognitive skills in international growth and development; the utility and need for assessing noncognitive skills in large-scale assessments; the contributions of international large-scale studies in civic engagement and citizenship; and the role of large-scale assessments in research on educational effectiveness and school development.The different perspectives brought together in this volume reflect the changing landscape of these surveys both in terms of the widening group of researchers and policymakers interested in these data and the issues that should and could be addressed. Among these new directions is a surge in the use of large-scale assessment data in the field of economics as well as an increased interest in how these assessments can inform and the use of technology in education and assessment. In addition, research in civics and citizenship studies as well as investigations focusing on motivation, interest, and self concept indicate great interest in the data collected in international comparisons of education and skills.Bringing together expert authors to produce such a volume would not have been possible without the generous support of ETS. ETS provided funding for the speakers and sustenance for all conference participants. Also contributing to the success of the conference was the set of invited experts who agreed to provide reflection

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Section: The Basic Model Of School Effectiveness (Cipo-model) and Insmentioning

confidence: 99%

The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research

Davier¹,

González²,

Kirsch³

et al. 2013

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“…The underlying conception for the study is based on an "opportunity to learn" model that can be found in Schmidt and McKnight (1995). This model suggests that the relationship between curricular experiences (educational opportunity) and learning defines the essence of schooling.…”

Section: What Role Should Timss Play?mentioning

confidence: 99%

Evaluation of Science and Technology Education at the Dawn of a New Millennium

Kumar¹,

Altschuld²

2002

Innovations in Science Education and Technology

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“…Among the more noteworthy are the Curriculum Frameworks for Mathematics and Science (SMSO, 1992a: Robitaille et al, 1993 and the approach for the TIMSS curriculum analysis, including the associated methodology for analyzing textbooks and curriculum guides (Schmidt & McKnight, 1995;McKnight, Britton, Valverde, & Schmidt, 1992a;McKnight, Britton, Valverde, & Schmidt, 1992b;McKnight & Britton, 1992;SMSO, 1993b). Also important were the student, school, and teacher context questionnaires for assessing relevant factors, issues, and practices necessary to understand differences in student achievement between and within countries (SMSO, 1993c).…”

Section: The Conceptual Frameworkmentioning

confidence: 99%

“…The teacher's role is pivotal. Teachers serve as the final arbiters of curricular intentions and they are the "brokers" or "midwives" of students' content-related learning experiences (Schmidt & McKnight, 1995;Contreras, 1990;Schwille, Porter, Belli, Floden, Freeman, Knappen, et al, 1983).…”

Section: Figure 1-1 Dimensions Of Curriculummentioning

confidence: 99%

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Characterizing Pedagogical Flow

2002

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Surveying Educational Opportunity in Mathematics and Science: An International Perspective

Cited by 12 publications

References 0 publications

The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research

The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research

Evaluation of Science and Technology Education at the Dawn of a New Millennium

Characterizing Pedagogical Flow

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