Revisiting the Relationship between International Assessment Outcomes and Educational Production: Evidence From a Longitudinal PISA-TIMSS Sample

Autor/inn/en	Carnoy, Martin; Khavenson, Tatiana; Loyalka, Prashant; Schmidt, William H.; Zakharov, Andrey
Titel	Revisiting the Relationship between International Assessment Outcomes and Educational Production: Evidence From a Longitudinal PISA-TIMSS Sample
Quelle	In: American Educational Research Journal, 53 (2016) 4, S.1054-1085 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216653180
Schlagwörter	International Assessment; Outcomes of Education; Longitudinal Studies; Achievement Tests; Foreign Countries; Secondary School Students; Elementary Secondary Education; Mathematics Tests; Mathematics Achievement; Science Achievement; Science Tests; Grade 9; Educational Policy; Teacher Effectiveness; Value Added Models; Academic Achievement; Case Studies; Questionnaires; Mathematics Education; Mathematics Teachers; Grade 8; Russia; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 09; 9. Schuljahr; Schuljahr 09; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Case study; Fallstudie; Case Study; Fragebogen; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 08; 8. Schuljahr; Schuljahr 08; Russland
Abstract	International assessments, such as the Program for International Student Assessment (PISA), are being used to recommend educational policies to improve student achievement. This study shows that the cross-sectional estimates behind such recommendations may be biased. We use a unique data set from one country that applied the PISA mathematics test in 2012 in ninth grade to all students who had taken the Trends in International Mathematics and Science Survey (TIMSS) test in 2011 and collected information on students' teachers in ninth grade. These data allowed us to more precisely estimate the effects of classroom variables on students' PISA performance. Our results suggest that the positive roles of teacher "quality" and "opportunity to learn" in improving student performance are much more modest than claimed in PISA documents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01