Italian Students' Results in the PISA Mathematics Test: Does Reading Competence Matter?

Autor/inn/en	Ajello, Anna Maria; Caponera, Elisa; Palmerio, Laura
Titel	Italian Students' Results in the PISA Mathematics Test: Does Reading Competence Matter?
Quelle	In: European Journal of Psychology of Education, 33 (2018) 3, S.505-520 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palmerio, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-018-0385-x
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Test Results; Reading Comprehension; Gender Differences; Mathematics Achievement; Low Achievement; Data Analysis; Linguistic Competence; Test Items; Italy; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Leseverstehen; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Auswertung; Sprachkompetenz; Test content; Testaufgabe; Italien
Abstract	In Italy, from the 2003 reports to the present, the National Institute for the Educational Evaluation of Instruction and Training (INVALSI) has conducted research on Programme for International Student Assessment (PISA) results in order to understand Italian students' low achievement in mathematics. In the present paper, data from a representative sample of 15-year-old Italian students who participated in PISA 2012 were analysed. This study's primary aim is to verify how students' linguistic competences are associated with their performance in mathematics. For the evaluation of the impact of item reading demand on students' performance, we selected 24 mathematics items with a high reading demand and 31 mathematics items with a low reading demand, as classified by Italian language and methodology experts. Repeated measure variance analyses were conducted. The results showed differences in function of gender: females are advantaged in mathematics items with a high reading demand, independent of their level of reading literacy. In contrast, males are advantaged in mathematics items with a low reading demand, independent of their level of reading literacy. Possible policy implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01