A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced

Eklöf, Hanna; Pavešić, Barbara Japelj; Grønmo, Liv Sissel

doi:10.1080/08957347.2013.853070

Cited by 61 publications

(34 citation statements)

References 14 publications

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“…Although more research is needed to interpret and explain these results, it is clear that the differences in persistence across countries can have an impact on the PISA performance. Eklöf et al (2014) found the following differences between three oountries: (a) 518 Downloaded from http:/Jjebs.aera.net at D IPF on August 10. 2016 Debeer et al differences in the reported test-taking effort during the TIMSS 2008 assessment and (b) differences in the correlation between the reported effort and test performance.…”

Section: Key Findingsmentioning

confidence: 99%

Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment

Debeer

Buchholz²,

Hartig

et al. 2014

Journal of Educational and Behavioral Statistics

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In this article, the change in examinee effort during an assessment, which we will refer to as persistence, is modeled as an effect of item position. A multilevel extension is proposed to analyze hierarchically structured data and decompose the individual differences in persistence. Data from the 2009 Program of International Student Achievement (PISA) reading assessment from N ¼ 467,819 students from 65 countries are analyzed with the proposed model, and the results are compared across countries. A decrease in examinee effort during the PISA reading assessment was found consistently across countries, with individual differences within and between schools. Both the decrease and the individual differences are more pronounced in lower performing countries. Within schools, persistence is slightly negatively correlated with reading ability; but at the school level, this correlation is positive in most countries. The results of our analyses indicate that it is important to model and control examinee effort in low-stakes assessments.

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Section: Key Findingsmentioning

confidence: 99%

Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment

Debeer

Buchholz²,

Hartig

et al. 2014

Journal of Educational and Behavioral Statistics

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“…For example, 76% Swedish grade 8 students claimed they had been motivated to participate in TIMSS 2003, with a higher proportion (90%) claiming they would try their best (Eklöf, 2007). However, five years later, Swedish year 12 students participating in TIMSS Advanced 2008 reported very different perspectives, with 76% claimed to have spent less effort on this test than other tests undertaken in school, while barely a third felt motivated to do their best (Eklöf, Pavešič & Grønmo, 2014). In short, Swedish students' motivation to participate in international tests seems to be diminishing at a rate comparable with the decline of their achievement.…”

Section: Discussionmentioning

confidence: 99%

Swedish upper secondary students’ understanding of linear equations: An enigma?

Andrews¹,

Öhman²

2019

ADN

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Prompted by the evidence of international tests of achievement that Swedish students have poor equation solving skills, this paper presents an interview study of upper secondary students' understanding of the topic. Students, from both vocational and academic tracks in two typical suburban upper secondary schools were invited to explain how a solution to the algebraic equation x + 5 = 4x -1, presented with no explanation, had been conceptualised by the hidden solver. Analyses showed that students were not only familiar with linear equations but consistently invoked a 'do the same to both sides' procedure, indicating a secure understanding of the principles underpinning the solution of algebraic equations. Such understandings, which seem to defy international tests' outcomes are conceptually beyond a reliance on the inverse operations necessary for arithmetical equations. Explanations for this apparent inconsistency, which go beyond mere maturation, are proposed.

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“…TIMSS in effect establishes reliable and valid scores for achievement that can be compared across countries or across groups of students within countries, and relates achievement to various background and context variables (Chudgar et al, 2013). Consistently, TIMSS has given educational stakeholders a lot of information that may be helpful in their planning for better education (Eklöf et al, 2014).…”

Section: Introductionmentioning

confidence: 97%

Why Singaporean 8th Grade Students Gain Highest Mathematics Ranking in TIMSS (1999-2011)

Lessani¹,

Yunus²,

Tarmiz³

et al. 2014

IES

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A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced

Cited by 61 publications

References 14 publications

Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment

Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment

Swedish upper secondary students’ understanding of linear equations: An enigma?

Why Singaporean 8th Grade Students Gain Highest Mathematics Ranking in TIMSS (1999-2011)

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