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<!DOCTYPE html><html><head><title>Research on PISA: Research Outcomes of the PISA Research Conference 2009 - Google Books</title><link rel="stylesheet" href="/books/css/_a33f2a89320471e58c940b9287b9d4eb/kl_viewport_kennedy_full_bundle.css" type="text/css" /><link rel="stylesheet"href="https://fonts.googleapis.com/css2?family=Product+Sans:wght@400"><script src="/books/javascript/v2_a33f2a89320471e58c940b9287b9d4eb__en.js"></script><script>_OC_Hooks = ["_OC_Page", "_OC_SearchReload", "_OC_TocReload", "_OC_EmptyFunc", "_OC_SearchPage", "_OC_QuotePage" ];for (var _OC_i = 0; _OC_i < _OC_Hooks.length; _OC_i++) {eval("var " + _OC_Hooks[_OC_i] + ";");}function _OC_InitHooks () {for (var i = 0; i < _OC_Hooks.length; i++) {var func = arguments[i];eval( _OC_Hooks[i] + " = func;");}}</script><link rel="canonical" href="https://books.google.com/books/about/Research_on_PISA.html?id=l454A1WSh84C"/><meta property="og:url" content="https://books.google.com/books/about/Research_on_PISA.html?id=l454A1WSh84C"/><meta name="title" content="Research on PISA"/><meta name="description" content="The Programme for International Student Assessment (PISA) is an important part of the OECD's Indicator Programme. It collects data and provides comparative indicators of education systems in OECD member and partner countries. PISA provides datasets of outstanding quality regarding samples, instruments and analyses. In addition to its important function for educational monitoring, the PISA datasets are the basis of a wide range of secondary analyses from a number of different scientific perspectives and disciplines. The aim of this book is to make some of the outstanding PISA related research results available for a wider audience. Specifically four research areas will be focused: (1) Content related research; (2) Methodological research; (3) Context related research; (4) Research on trends in PISA. 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We would like to thank the Norwegian Ministry of Education and Research who supported the preparation of the ... \u003cb\u003ePISA\u003c/b\u003e, with \u003cb\u003ePISA\u003c/b\u003e, and for \u003cb\u003ePISA\u003c/b\u003e Research on \u003cb\u003ePISA\u003c/b\u003e: Acknowledgements."},{"page_id":"PR7","page_number":"vii","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e, with \u003cb\u003ePISA\u003c/b\u003e, and for \u003cb\u003ePISA\u003c/b\u003e ....................... Manfred Prenzel Part I Content Related Research xiii Introduction: Content Related Research on \u003cb\u003ePISA\u003c/b\u003e Werner Blum .............................. 2 1 Implications of \u003cb\u003ePISA\u003c/b\u003e Outcomes for\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=l454A1WSh84C\u0026pg=PR7\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PR8","page_number":"viii","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Student Nonresponse Adjustment Procedures Keith Rust, Sheila Krawchuk, and Christian Monseur ........................... 87 7 Reporting Differentiated Literacy Results in \u003cb\u003ePISA\u003c/b\u003e by Using Multidimensional Adaptive Andreas Frey\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=l454A1WSh84C\u0026pg=PR8\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PR13","page_number":"xiii","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e , with \u003cb\u003ePISA\u003c/b\u003e , and for \u003cb\u003ePISA\u003c/b\u003e Manfred Prenzel The Purpose of \u003cb\u003ePISA\u003c/b\u003e The OECD \u0026quot; Programme for International Student Assessment \u0026quot; ( \u003cb\u003ePISA\u003c/b\u003e ) is the most ambitious , comprehensive and best - known large - scale assessment in the field of\u0026nbsp;..."},{"page_id":"PR14","page_number":"xiv","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e also must keep pace with the scientific progress . Compared to research in typical scientific contexts , however , \u003cb\u003ePISA\u003c/b\u003e cannot imple- ment ideas of \u0026quot; high - risk \u0026quot; research . The policy ... \u003cb\u003ePISA\u003c/b\u003e , with \u003cb\u003ePISA\u003c/b\u003e , and for \u003cb\u003ePISA\u003c/b\u003e."},{"page_id":"PR15","page_number":"xv","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e design . Of course , additional research into such issues needs additional financing . In political contexts it must sometimes be stressed that \u003cb\u003ePISA\u003c/b\u003e does not ... \u003cb\u003ePISA\u003c/b\u003e , with \u003cb\u003ePISA\u003c/b\u003e , and for \u003cb\u003ePISA\u003c/b\u003e XV Structure of Research on \u003cb\u003ePISA\u003c/b\u003e."},{"page_id":"PR16","page_number":"xvi","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e with follow - up or even longitudinal studies . 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The report on \u003cb\u003ePISA\u003c/b\u003e 2000 in Germany ... \u003cb\u003ePISA\u003c/b\u003e , with \u003cb\u003ePISA\u003c/b\u003e , and for \u003cb\u003ePISA\u003c/b\u003e xix."},{"page_id":"PR20","page_number":"xx","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e report . A number of projects in this pro- gramme were linked to \u003cb\u003ePISA\u003c/b\u003e , such as the already mentioned COACTIV study on effects of teachers \u0026#39; competences on ... \u003cb\u003ePISA\u003c/b\u003e , with \u003cb\u003ePISA\u003c/b\u003e , and for \u003cb\u003ePISA\u003c/b\u003e Research on \u003cb\u003ePISA\u003c/b\u003e: Some Expectations."},{"page_id":"PR21","page_number":"xxi","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000. Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich . Opladen : Leske \u0026amp; Budrich . Baumert , J. , Kunter , M. , Blum , W. , Brunner , M. , Voss , T ... \u003cb\u003ePISA\u003c/b\u003e , with \u003cb\u003ePISA\u003c/b\u003e , and for \u003cb\u003ePISA\u003c/b\u003e xxi References."},{"page_id":"PR22","page_number":"xxii","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006. Zeitschrift für Erziehungswissenschaft , Sonderheft 10. Wiesbaden : VS Verlag . Prenzel , M. , Baumert , J. , Blum , W. , Lehmann , R. , Leutner , D. , Neubrand , M. , Pekrun , R. , Rost ... \u003cb\u003ePISA\u003c/b\u003e , with \u003cb\u003ePISA\u003c/b\u003e , and for \u003cb\u003ePISA\u003c/b\u003e."},{"page_id":"PA3","page_number":"3","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e leads to new research questions , for example concerning the suitability of different kinds of tasks for measuring purposes . As this \u003cb\u003ePISA\u003c/b\u003e Research Conference has shown , there are several groups around the world that do research\u0026nbsp;..."},{"page_id":"PA4","page_number":"4","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Mathematics Expert Group over many years . In order to find an answer to the question of which factors influence item difficulty in \u003cb\u003ePISA\u003c/b\u003e , they draw on a set of mathematical competencies that were originally developed in the Danish\u0026nbsp;..."},{"page_id":"PA7","page_number":"7","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Outcomes for Science Curriculum Reform in the Netherlands Harrie M.C. Eijkelhof , Johanna H. Kordes , and Elwin R. Savelsbergh Abstract As the \u003cb\u003ePISA\u003c/b\u003e 2006 results came out , the Netherlands briefly celebrated their 9th position in\u0026nbsp;..."},{"page_id":"PA8","page_number":"8","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e - cycle ( 2006 ) to answer these questions . We first compare the \u003cb\u003ePISA\u003c/b\u003e 2006 Framework for Scientific Literacy ( OECD , 2006 ) with past ... \u003cb\u003ePISA\u003c/b\u003e 2006 Scientific Literacy Framework 1.2.1 The \u003cb\u003ePISA\u003c/b\u003e 2009 Scientific Literacy Framework."},{"page_id":"PA11","page_number":"11","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e results , compared to students in countries with similar economic , cultural and geographic characteristics ? 2. Which differences in \u003cb\u003ePISA\u003c/b\u003e - results could be found between Dutch students in general and vocational education ? 3\u0026nbsp;..."},{"page_id":"PA17","page_number":"17","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e approach is in line with trends in Dutch science education . Furthermore , \u003cb\u003ePISA\u003c/b\u003e is not meant to evaluate science curricula and content - specific curriculum recommendations per country would require a different design of the study\u0026nbsp;..."},{"page_id":"PA21","page_number":"21","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006. Journal of Research in Science Teaching , 46 ( 8 ) , 897–908 . OECD . ( 2006 ) . Assessing scientific , reading and mathematical literacy : A framework for \u003cb\u003ePISA\u003c/b\u003e 2006. Paris : OECD . OECD . ( 2007 ) . \u003cb\u003ePISA\u003c/b\u003e 2006. Science\u0026nbsp;..."},{"page_id":"PA22","page_number":"22","snippet_text":"... ( \u003cb\u003ePISA\u003c/b\u003e ) in relation to a set of six mathematical competencies . These com- petencies have underpinned the \u003cb\u003ePISA\u003c/b\u003e mathematics framework since the inception of the \u003cb\u003ePISA\u003c/b\u003e survey ; they have been used to drive mathematics curriculum and\u0026nbsp;..."},{"page_id":"PA24","page_number":"24","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e mathematics survey items ? The publication of data from the \u003cb\u003ePISA\u003c/b\u003e 2003 survey ( OECD , 2004 ) , when mathematics was the major survey domain , has enabled a deep study of cognitive factors that influence the difficulty of\u0026nbsp;..."},{"page_id":"PA25","page_number":"25","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003 survey data . The item ratings have been found to be highly predictive of the difficulty of the items ( see Sect . 2.3 ) . In addition , statistical studies have been conducted examining other variables , such as the four \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA32","page_number":"32","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003 item difficulty variability they predict . This percentage is given by the value in the Adjusted R - square column . The data show the best predictor variables as the number of variables used in the mode goes from 1 to 6 . An\u0026nbsp;..."},{"page_id":"PA34","page_number":"34","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003 item difficulty logit values Step Table 2.8 Stepwise regression for the explanation of variability in the \u003cb\u003ePISA\u003c/b\u003e 2006 item difficulty logit values 1 2 3 Constant -2.212 -2.524 -2.573 AVGREA 1.64 1.32 0.87 T - value 6.53 6.44\u0026nbsp;..."},{"page_id":"PA36","page_number":"36","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e items , but familiar with coding structures . They will be asked to code the 48 \u003cb\u003ePISA\u003c/b\u003e items and their results will be compared with those of the MEG members . The planned next steps are as follows . Based on this experience and\u0026nbsp;..."},{"page_id":"PA39","page_number":"39","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Mathematics in Germany : Extending the Conceptual Framework to Enable a More Differentiated Assessment Michael Neubrand Abstract Assessing mathematical literacy - as \u003cb\u003ePISA\u003c/b\u003e does claims for comprehensive views of the domain tested\u0026nbsp;..."},{"page_id":"PA40","page_number":"40","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e test was complemented by a national extension study . The German school system is defined by three major characteristics . First , students are streamed to separate secondary school tracks from the age of 10 years on ; the academic\u0026nbsp;..."},{"page_id":"PA41","page_number":"41","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 mathematics items ( transformed to logits ) . Horizontal axis : logits for the OECD average , vertical axis : logits for Japan ( light gray ) , Finland ( dark gray ) , and the OECD average ( black ) \u003cb\u003ePISA\u003c/b\u003e 2000 mathematics items\u0026nbsp;..."},{"page_id":"PA44","page_number":"44","snippet_text":"Research Outcomes of the \u003cb\u003ePISA\u003c/b\u003e Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. 100 80 60 40 20 20 \u003cb\u003ePISA\u003c/b\u003e 2000 international \u003cb\u003ePISA\u003c/b\u003e 2000 national German local / statewide tests Fig . 3.4\u0026nbsp;..."},{"page_id":"PA45","page_number":"45","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 items ( both the international items and the items of the German national option ) conducted by the German \u003cb\u003ePISA\u003c/b\u003e mathematics expert group ( Neubrand , 2004 ) revealed various such cases . Three of them are described in the\u0026nbsp;..."},{"page_id":"PA47","page_number":"47","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e really test the \u0026quot; same ” mathematical achievement , or whether a country\u0026#39;s improved performance on a test can be explained by certain curricular decisions . For example , the regression analysis conducted by Neubrand and Neubrand\u0026nbsp;..."},{"page_id":"PA48","page_number":"48","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 ( pp . 109–144 ) . Wiesbaden , Germany : VS Verlag für Sozialwissenschaften . Hiebert , J. ( Ed . ) . ( 1986 ) . Conceptual and procedural knowledge : The case of mathematics . Hillsdale , NJ : Lawrence Erlbaum . Jordan , A\u0026nbsp;..."},{"page_id":"PA54","page_number":"54","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e project since its inception. The fourth chapter (Chap . 7 by Frey, Seitz, \u0026amp; Kroehne, this volume) represents an exploration of \u003cb\u003ePISA\u0026#39;s\u003c/b\u003e future, as it investigates, through an ingenious simulation strategy, one of the poten- tial\u0026nbsp;..."},{"page_id":"PA55","page_number":"55","snippet_text":"Research Outcomes of the \u003cb\u003ePISA\u003c/b\u003e Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. Third, one area that \u003cb\u003ePISA\u003c/b\u003e has been an innovator in, the use of “described variables” may itself be the subject of\u0026nbsp;..."},{"page_id":"PA57","page_number":"57","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e to explain the relationship between students \u0026#39; achievements and various aspects of their learning strategies , motivations , self - beliefs and preferences . But , in \u003cb\u003ePISA\u003c/b\u003e , as in the litera- ture as a whole , the reciprocal\u0026nbsp;..."},{"page_id":"PA58","page_number":"58","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e In 2000 , 2003 and 2006 \u003cb\u003ePISA\u003c/b\u003e included variables designed to tap student approaches to learning with the view to examining their influence on student achievement . Four main themes were represented : cognitive / metacognitive\u0026nbsp;..."},{"page_id":"PA59","page_number":"59","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e data are cross - sectional , this view poses something of a dilemma for \u003cb\u003ePISA\u003c/b\u003e analyses of the effects of student approaches to learning on achievement , given that theory suggests reciprocal determinism is the underlying dynamic\u0026nbsp;..."},{"page_id":"PA63","page_number":"63","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e rather than the use of nonrecursive models . Two aspects of the \u003cb\u003ePISA\u003c/b\u003e design give rise to these complications . First , since \u003cb\u003ePISA\u003c/b\u003e adopted a Balanced Incomplete Block ( BIB - spiral ) design for the assessment , student scores are\u0026nbsp;..."},{"page_id":"PA70","page_number":"70","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000. Paris : OECD . Organization for Economic Cooperation and Development . ( 2005a ) . \u003cb\u003ePISA\u003c/b\u003e 2003 technical report . Paris : OECD . Organization for Economic Cooperation and Development . ( 2005b ) . \u003cb\u003ePISA\u003c/b\u003e 2003 data analysis\u0026nbsp;..."},{"page_id":"PA73","page_number":"73","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e translation procedures . More specifically , we show how coding and measuring TE based on the TTTE allows identification of serious errors in \u003cb\u003ePISA\u003c/b\u003e translated items otherwise regarded as acceptable according to conventional\u0026nbsp;..."},{"page_id":"PA83","page_number":"83","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e items and can contribute to the improvement of future \u003cb\u003ePISA\u003c/b\u003e translation procedures . We hope that , in the future , \u003cb\u003ePISA\u003c/b\u003e participating countries use our approach as a tool for operationalizing \u003cb\u003ePISA\u003c/b\u003e translation procedures and\u0026nbsp;..."},{"page_id":"PA84","page_number":"84","snippet_text":"Research Outcomes of the \u003cb\u003ePISA\u003c/b\u003e Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. References Adams , R. , Berezner , A. , \u0026amp; Jakubowski , M. ( 2010 ) . Analysis of \u003cb\u003ePISA\u003c/b\u003e 2006 preferred items ranking\u0026nbsp;..."},{"page_id":"PA86","page_number":"86","snippet_text":"Research Outcomes of the \u003cb\u003ePISA\u003c/b\u003e Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. Chapter 6 \u003cb\u003ePISA\u003c/b\u003e Student Nonresponse Adjustment Procedures Keith Rust , Sheila Krawchuk , and Christian Monseur\u0026nbsp;..."},{"page_id":"PA88","page_number":"88","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Survey weights are required for the analysis of data from a complex sample design , such as \u003cb\u003ePISA\u003c/b\u003e . The weights are needed to ensure that bias in estimation ... \u003cb\u003ePISA\u003c/b\u003e tends to 888 K. Rust et al . 6.1 Nonresponse Adjustments in \u003cb\u003ePISA\u003c/b\u003e."},{"page_id":"PA89","page_number":"89","snippet_text":"Research Outcomes of the \u003cb\u003ePISA\u003c/b\u003e Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. The derivation of school nonresponse adjustments in \u003cb\u003ePISA\u003c/b\u003e tends to be very situation specific, varying from country to\u0026nbsp;..."},{"page_id":"PA90","page_number":"90","snippet_text":"Research Outcomes of the \u003cb\u003ePISA\u003c/b\u003e Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. 6.1.1 Student Nonresponse Adjustments in \u003cb\u003ePISA\u003c/b\u003e One of the major technical considerations in deriving student\u0026nbsp;..."},{"page_id":"PA91","page_number":"91","snippet_text":"Research Outcomes of the \u003cb\u003ePISA\u003c/b\u003e Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. The \u003cb\u003ePISA\u003c/b\u003e consortium is confident that this revised procedure led to reduced nonresponse bias in the \u003cb\u003ePISA\u003c/b\u003e results\u0026nbsp;..."},{"page_id":"PA103","page_number":"103","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e . The responses of N = 14,624 students who participated in the \u003cb\u003ePISA\u003c/b\u003e assessments of the years 2000 , 2003 and 2006 in Germany were used to simulate unrestricted MAT , MAT with the multidimensional maximum priority index method\u0026nbsp;..."},{"page_id":"PA104","page_number":"104","snippet_text":"... ( \u003cb\u003ePISA\u003c/b\u003e ) is an international large - scale assessment of student achievement jointly developed by OECD member countries ( http://www.\u003cb\u003episa\u003c/b\u003e.oecd.org ) . The objective of \u003cb\u003ePISA\u003c/b\u003e is to assess the degree to which 15 - year - old students have\u0026nbsp;..."},{"page_id":"PA105","page_number":"105","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e without presenting more items than in the regular assess- ments, even when taking \u003cb\u003ePISA\u003c/b\u003e-speci fic restrictions into account. The text is organized as follows: First, the concept of multidimensional adaptive testing and the MMPI\u0026nbsp;..."},{"page_id":"PA107","page_number":"107","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e When considering using MAT to assess students \u0026#39; literacy in \u003cb\u003ePISA\u003c/b\u003e , one must take into consideration that some features of \u003cb\u003ePISA\u003c/b\u003e are not optimal for using MAT . The first feature is the \u003cb\u003ePISA\u003c/b\u003e item pool : The entailed number of items\u0026nbsp;..."},{"page_id":"PA108","page_number":"108","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006 ( 54 % ) are so - called link items which had already been used in previous \u003cb\u003ePISA\u003c/b\u003e assessments . By use of an appropriate booklet design , the link items are presented to the student sample with a fixed relative frequency\u0026nbsp;..."},{"page_id":"PA109","page_number":"109","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e should be considered . All restrictions mentioned in the previous section can be included in the MAT ... \u003cb\u003ePISA\u003c/b\u003e by using MAT with MMPI ? 2. Is it possible to reach reliability coefficients larger than .80 for all 10 subdimen\u0026nbsp;..."},{"page_id":"PA117","page_number":"117","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e . The results are promising for MAT . As intended , MAT used in conjunction with MMPI produced reliability coefficients larger than .80 for all subdimensions . In contrast to these findings , in six of ten subdimensions the\u0026nbsp;..."},{"page_id":"PA118","page_number":"118","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e, we propose precisely costing out all possible alternatives including, for instance, multi-stage testing. Obviously, one must consider the fact that the necessary hardware must be on standby and available at the testing location\u0026nbsp;..."},{"page_id":"PA119","page_number":"119","snippet_text":"Research Outcomes of the \u003cb\u003ePISA\u003c/b\u003e Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. Adams , R. J. , \u0026amp; Wu , M. ( Eds . ) . ( 2002 ) . \u003cb\u003ePISA\u003c/b\u003e 2000 technical report . Paris : OECD . Bartram , D\u0026nbsp;..."},{"page_id":"PA124","page_number":"124","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Design for Contextual Variables Standard models of school and teaching research conceptualize the school as a system wherein the characteristics of the context , input variables , school and instruc- tion processes interact in\u0026nbsp;..."},{"page_id":"PA132","page_number":"132","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006 in Switzerland . A number of cantons in Switzerland took the opportunity to collect data for \u003cb\u003ePISA\u003c/b\u003e 2006 , to complement the international sample of 15 - year - olds with an additional representative national sample of\u0026nbsp;..."},{"page_id":"PA160","page_number":"160","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e ? Matthias von Davier Why Do We Need Trends and What Is the Problem ? The particular methods used for establishing a common scale by linking the different \u003cb\u003ePISA\u003c/b\u003e cycles are well documented in the technical report from Organisation\u0026nbsp;..."},{"page_id":"PA161","page_number":"161","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e ( Rose , von Davier , \u0026amp; Xu , 2010 ) but are typically not applied in the analysis of \u003cb\u003ePISA\u003c/b\u003e data or data from other international assessments . In order to show how a more rigorous linking methodology can be used with \u003cb\u003ePISA\u003c/b\u003e data\u0026nbsp;..."},{"page_id":"PA162","page_number":"162","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Trend Results , \u0026quot; Daniel Urbach discusses a series of different scale linking methods applied to \u003cb\u003ePISA\u003c/b\u003e trend data when looking at country specific trend measures for Australia . The author describes the development of country\u0026nbsp;..."},{"page_id":"PA163","page_number":"163","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e and other educational assessments are uniquely useful in assessing where educational systems are headed . The number of data - points available from \u003cb\u003ePISA\u003c/b\u003e enables , by the time the ink in this book dries , comparisons of student\u0026nbsp;..."},{"page_id":"PA164","page_number":"164","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Research Conference , University of Kiel , Germany . Beaton , A. E. ( 1990 ) . Introduction . In A. E. Beaton \u0026amp; R. Zwick ( Eds . ) , The effect of changes in ... \u003cb\u003ePISA\u003c/b\u003e Trend Results 164 Part IV Research on Trends in \u003cb\u003ePISA\u003c/b\u003e References."},{"page_id":"PA166","page_number":"166","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e cycle . One of the main reasons a country may participate in \u003cb\u003ePISA\u003c/b\u003e is to monitor its proficiency levels over time . The presence of differential item functioning ( DIF ) between coun- tries or item by country interaction is not\u0026nbsp;..."},{"page_id":"PA167","page_number":"167","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Report further highlight the importance of investigating the impact of estimating Australian \u003cb\u003ePISA\u003c/b\u003e trend results using different methods . The aim of this investigation is to examine the impact DIF has on the distributions of\u0026nbsp;..."},{"page_id":"PA168","page_number":"168","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e cognitive reporting scales Name Established 2000 2003 2006 Comment \u003cb\u003ePISA\u003c/b\u003e literacy scale \u003cb\u003ePISA\u003c/b\u003e Reading 2000 \u003cb\u003ePISA\u003c/b\u003e Mathematics 2003 \u003cb\u003ePISA\u003c/b\u003e Science 2006 Trends can be reported between any of the three cycles , by country or by subgroups\u0026nbsp;..."},{"page_id":"PA169","page_number":"169","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 \u003cb\u003ePISA\u003c/b\u003e 2003 \u003cb\u003ePISA\u003c/b\u003e 2006 \u003cb\u003ePISA\u003c/b\u003e Reading Literacy Equating Design Items No. of Items 129 Fig . 10.1 \u003cb\u003ePISA\u003c/b\u003e Reading literacy equating design 28 28 Cycle \u003cb\u003ePISA\u003c/b\u003e Mathematics Literacy Equating Design Items No. of Items \u003cb\u003ePISA\u003c/b\u003e 2000 31 \u003cb\u003ePISA\u003c/b\u003e 2003 \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA170","page_number":"170","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e assessments As major domain 129 84 103 Link 2000-2003 Link 2003-2006 28 28 48 288 20 25 22 the most items in each of the three \u003cb\u003ePISA\u003c/b\u003e Literacy scales , is the cycle in which that Literacy scale was the major domain ( i.e. Reading\u0026nbsp;..."},{"page_id":"PA172","page_number":"172","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 and \u003cb\u003ePISA\u003c/b\u003e 2006. The Australian National \u003cb\u003ePISA\u003c/b\u003e report states that in \u003cb\u003ePISA\u003c/b\u003e 2000 only Finland outperformed Australia. In 2003 Australia was outperformed by Finland and Korea, while in \u003cb\u003ePISA\u003c/b\u003e 2006 five coun- tries outperformed\u0026nbsp;..."},{"page_id":"PA173","page_number":"173","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Reading Literacy de - trended Q - Q plots : Published Percentiles 15 10 9 13 17 21 25 29 33 37-41 . 53 57 61 65 69 73 77 81 85 89 93 97 -5 Published \u003cb\u003ePISA\u003c/b\u003e Sacle Score Difference -20 20 -15 -10 5 -25 30 -30 -35 Fig. 10.6 De-trended\u0026nbsp;..."},{"page_id":"PA175","page_number":"175","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Mathematics cycles (PSS) Internationally, there are 39 countries in which Mathematical Literacy performance can be compared between \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006. The Australian National \u003cb\u003ePISA\u003c/b\u003e report states that in \u003cb\u003ePISA\u003c/b\u003e 2006, eight\u0026nbsp;..."},{"page_id":"PA176","page_number":"176","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Science cycles (logits) between the 21st to 40th percentile declined by an average of only 1 scale score (which ... \u003cb\u003ePISA\u003c/b\u003e Reading and Mathematics distributions, Australian \u003cb\u003ePISA\u003c/b\u003e Science distributions were also explored. While\u0026nbsp;..."},{"page_id":"PA177","page_number":"177","snippet_text":"Research Outcomes of the \u003cb\u003ePISA\u003c/b\u003e Research Conference 2009 Manfred Prenzel, Mareike Kobarg, Katrin Schöps, Silke Rönnebeck. After the first three \u003cb\u003ePISA\u003c/b\u003e cycles , only some Science trends for \u003cb\u003ePISA\u003c/b\u003e were published ( \u003cb\u003ePISA\u003c/b\u003e 2006 Report , Annex A7\u0026nbsp;..."},{"page_id":"PA179","page_number":"179","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e . Journal of Applied Measurement , 8 ( 3 ) , 305–322 . Lord , F.M. ( 1975 ) . A survey of equating methods ... \u003cb\u003ePISA\u003c/b\u003e 2003 technical report . Paris : OECD . OECD . ( 2007 ) . \u003cb\u003ePISA\u003c/b\u003e 2006 science competencies for tomorrow\u0026#39;s world\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=l454A1WSh84C\u0026pg=PA179\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA182","page_number":"182","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e • Outcomes • Low performers 11.1 Introduction The overall aim of the Programme for International Student Assessment ( \u003cb\u003ePISA\u003c/b\u003e ) is to measure how well 15 - year - olds ( which in most OECD countries corresponds to when young people\u0026nbsp;..."},{"page_id":"PA184","page_number":"184","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e will provide a basis for investigating the enduring effects of the skills and knowledge measured in \u003cb\u003ePISA\u003c/b\u003e . The LSAY data provide a unique opportunity to investigate the pathways of young people who scored poorly on the \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA188","page_number":"188","snippet_text":"... ( \u003cb\u003ePISA\u003c/b\u003e : female , male ) • • • Indigenous ( \u003cb\u003ePISA\u003c/b\u003e : no , yes ) Have Year 12 certificate ( LSAY : no , yes ) Socioeconomic background ( \u003cb\u003ePISA\u003c/b\u003e ) . This analysis used the index of economic , social and cultural status ( ESCS ) , which was\u0026nbsp;..."},{"page_id":"PA200","page_number":"200","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Data From a methodological perspective the question of trends is clearly distinct from the question \u003cb\u003ePISA\u003c/b\u003e data have to answer in the first place : each \u003cb\u003ePISA\u003c/b\u003e cycle compares student performance with the purpose of country\u0026nbsp;..."},{"page_id":"PA201","page_number":"201","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e cycles \u003cb\u003ePISA\u003c/b\u003e 2000 Major 129 items full framework Reading Mathematics Science Minor 20 link items 00/03 Minor 22 link items 00/03 \u003cb\u003ePISA\u003c/b\u003e 2003 Minor 28 link items 00/03/06 Major 84 items full framework Minor 25 link items 03/06 \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA203","page_number":"203","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e data across \u003cb\u003ePISA\u003c/b\u003e 2000 , \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006 . 12.2 A Model for National Trend Analyses 12.2.1 IRT Scaling Model The trend model to be investigated in this chapter applies a concurrent scaling to the data of the three \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA205","page_number":"205","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e studies might be linked using the short test from all three cycles. In order to use all items available, the long test from \u003cb\u003ePISA\u003c/b\u003e 2000 might be linked with the short test from the following two cycles. Whether the short test and the\u0026nbsp;..."},{"page_id":"PA207","page_number":"207","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006 ; for science one for each link between \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006 and one for all three cycles . All correlations were computed from data taken from the study where a domain was the major domain . In the model for\u0026nbsp;..."},{"page_id":"PA211","page_number":"211","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006 . 12.4 Discussion This chapter has addressed the question of an adequate trend model for German data from the \u003cb\u003ePISA\u003c/b\u003e 2000 , \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006 studies . In general , trend analyses within a country are a task\u0026nbsp;..."},{"page_id":"PA213","page_number":"213","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e : Wie haben sich die Kompetenzen in Deutschland zwischen \u003cb\u003ePISA\u003c/b\u003e 2000 und \u003cb\u003ePISA\u003c/b\u003e 2006 entwickelt ? [ Trend analyses in \u003cb\u003ePISA\u003c/b\u003e : How did competencies in Germany develop between \u003cb\u003ePISA\u003c/b\u003e 2000 and \u003cb\u003ePISA\u003c/b\u003e 2006 ? ] Zeitschrift für\u0026nbsp;..."},{"page_id":"PA215","page_number":"215","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e sampling in Switzerland and for the national and cantonal Swiss \u003cb\u003ePISA\u003c/b\u003e reports. Correspondence: Institute for Educational Evaluation, Wilfriedstrasse 32, 8032 Zürich, Switzerland. Email: domenico.angelone@ibe.uzh.ch Eduardo Backhoff\u0026nbsp;..."},{"page_id":"PA216","page_number":"216","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Mathematics Expert Groups for \u003cb\u003ePISA\u003c/b\u003e 2003, 2006, and 2009 and member of the \u003cb\u003ePISA\u003c/b\u003e Problem Solving Expert Groups for \u003cb\u003ePISA\u003c/b\u003e 2003 and 2012, chairing the 2003 group. He has served as President of the National Council of Teachers of\u0026nbsp;..."},{"page_id":"PA217","page_number":"217","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e at the national and the international level since the first \u003cb\u003ePISA\u003c/b\u003e survey in 2000, e.g. as a consultant to the INES Network A and the \u003cb\u003ePISA\u003c/b\u003e Governing Board, as a member of the \u003cb\u003ePISA\u003c/b\u003e 2003 Problem Solving Expert Group and the National\u0026nbsp;..."},{"page_id":"PA218","page_number":"218","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e study in 2000 and project director for the \u003cb\u003ePISA\u003c/b\u003e Plus study . He is currently a member of the OECD \u003cb\u003ePISA\u003c/b\u003e Technical Advisory Group and that of the OECD PIAAC survey . Correspondence : Département Education et Formation , Université de\u0026nbsp;..."}],"search_query_escaped":"\u0026quot;Pisa\u0026quot; -wikipedia"},{});</script></div></div></div><script>(function() {var href = window.location.href;if (href.indexOf('?') !== -1) {var parameters = href.split('?')[1].split('&');for (var i = 0; i < parameters.length; i++) {var param = parameters[i].split('=');if (param[0] == 'focus') {var elem = document.getElementById(param[1]);if (elem) {elem.focus();}}}}})();</script>