The dependence on mathematical theory in TIMSS, PISA and TIMSS Advanced test items and its relation to student achievement

Hole, Arne Risa; Grønmo, Liv Sissel; Onstad, Torgeir

doi:10.1186/s40536-018-0055-0

Cited by 8 publications

(12 citation statements)

References 13 publications

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“…The typical m test places greater demands on fluid reasoning intelligence than the typical rd exam does. Mathematics has two domains-language and content (Hole et al, 2018;Shoenfield, 1967). M language consists of definitions such as the symbols in the following equation: X =2 +2.…”

Section: Math-reading Differentialsmentioning

confidence: 99%

“…Given PISA's focus on "preparation for life," its tests are less focused than TIMSS' on reasoning, solving routine problems, and the application of concepts to numerical problems (Dossey et al, 2006). According to Hole et al (2018), p. 15), "more than two-thirds of the PISA mathematics items are independent of both mathematical results (theorems) and formulas." Both they and Wu (2009b) conclude that m theory is tested more frequently by TIMSS than by PISA.…”

Section: Pisa Math Outliermentioning

confidence: 99%

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A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences

Shakeel

Peterson

2022

Educ Psychol Rev

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Policymakers, conceptualized here as principals, disagree as to whether US student performance has changed over the past half century. To inform conversations, agents administered seven million psychometrically linked tests in math (m) and reading (rd) in 160 survey waves to national probability samples of cohorts born between 1954 and 2007. Estimated change in standard deviations (sd) per decade varies by agent (m: –0.10sd to 0.27sd, rd: –0.02sd to 0.12sd). Consistent with Flynn effects, median trends show larger gains in m (0.19sd) than in rd (0.04sd), though rates of progress for cohorts born since 1990 have increased in rd but slowed in m. Greater progress is shown by students tested at younger ages (m: 0.31sd, rd: 0.08sd) than when tested in middle years of schooling (m: 0.17sd, rd: 0.03sd) or toward the end of schooling (m: 0.06sd, rd: 0.02sd). Young white students progress more slowly (m: 0.28sd, rd: 0.09sd) than Asian (m: 46sd, rd: 0.28sd), black (m: 0.36sd, rd: 0.19sd), and Hispanic (m: 0.29sd, rd: 0.13sd) students. These ethnic differences generally attenuate as students age. Young students in the bottom quartile of the SES distribution show greater progress than those in the top quartile (difference in m: 0.08sd, in rd: 0.15sd), but the reverse is true for older students. Moderators likely include not only changes in families and schools but also improvements in nutrition, health care, and protection from contagious diseases and environmental risks. International data suggest that subject and age differentials may be due to moderators more general than just the United States.

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Section: Math-reading Differentialsmentioning

confidence: 99%

Section: Pisa Math Outliermentioning

confidence: 99%

A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences

Shakeel

Peterson

2022

Educ Psychol Rev

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“…Det bekymringsfulle fra vårt perspektiv er at det nettopp er kunnskaper i algebra elevene trenger i fysikk. Denne problematikken har vi tidligere tatt opp i ulike artikler (Hole, Grønmo & Onstad, 2018;Nilsen, Angell & Grønmo, 2013a), og kapitlene 5 og 6 i denne boka presenterer resultater og drøfter spesielt betydningen av matematikkunnskaper for fysikk.…”

Section: Fysikkprestasjoner På Ulike Fagområder I Fysikkunclassified

“…Vi ser primaert på data fra 2015, men vurderer også utviklingen fra 2008 til 2015. Som verktøy bruker vi LC-rammeverket (Hole, Grønmo & Onstad, 2018) for beskrivelse av matematikkinnhold. Dette gir et perspektiv på studiene som går på tvers av studienes egne underliggende rammeverk.…”

Section: Arne Holeunclassified

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20 år med fysikkprestasjoner i fritt fall: Analyser fra TIMSS Advanced og andre internasjonale studier

Hole¹,

Onstad²,

Hagen³

2019

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Dette verket omfattes av bestemmelsene i Lov om opphavsretten til åndsverk m.v. av 1961. Verket utgis som Open Access under betingelsene i Creative Commons-lisensen CC-BY 4.0 (http://creativecommons.org/licenses/by/4.0/). Denne tillater tredjepart å kopiere, distribuere og spre verket i hvilket som helst medium eller format, og å remixe, endre, og bygge videre på materialet til et hvilket som helst formål, inkludert kommersielle, under betingelse av at korrekt kreditering og en lenke til lisensen er oppgitt, og at man indikerer om endringer er blitt gjort. Tredjepart kan gjøre dette på enhver rimelig måte, men uten at det kan forstås slik at lisensgiver bifaller tredjepart eller tredjeparts bruk av verket.Boka er utgitt med støtte fra Institutt for laererutdanning og skoleforskning (ILS) ved Universitetet i Oslo.

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Comparison of Studies: Comparing Design and Constructs, Aligning Measures, Integrating Data, Cross-validating Findings

Klieme

2022

International Handbook of Comparative Large-Scale Studies in Education

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The dependence on mathematical theory in TIMSS, PISA and TIMSS Advanced test items and its relation to student achievement

Cited by 8 publications

References 13 publications

A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences

A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences

20 år med fysikkprestasjoner i fritt fall: Analyser fra TIMSS Advanced og andre internasjonale studier

Comparison of Studies: Comparing Design and Constructs, Aligning Measures, Integrating Data, Cross-validating Findings

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