A Technical Report on Linking Talis 2013 and Pisa 2012: Developing a Multi-Level Perspective on the Student, Teacher and School-Level Variables Related to Mathematics Achievement

Liu, Xin; Valcke, Martin; Hansen, Kajsa Yang; Neve, Jan De

doi:10.21125/edulearn.2020.1839

Cited by 3 publications

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“…To explore the mathematics-related quality of instruction, only TPL data obtained from mathematics teachers were included in the link with the PISA 2012 student data. The linking procedure to produce a Redesigned TALIS-PISA Link (rTPL) database, can be found in Liu et al, (2020Liu et al, ( , 2022. Related information also has been provided in Appendix 1.…”

Section: Data and Samplementioning

confidence: 99%

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Teacher versus student perspectives on instructional quality in mathematics education across countries

Liu,

Yang Hansen,

De Neve

et al. 2023

Instr Sci

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The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics instruction. Three dimensions were identified (i.e., classroom disciplinary climate, teacher support, and cognitive activation) when building on teacher data from TALIS. This three-dimensional model did not fit all countries. When analyzing PISA data, the same three dimensions could be identified, but two additional dimensions appeared: classroom management and student-orientated instruction. This five-dimensional factor structure reflected metric invariance across all countries. The findings imply that students and teachers seem to hold different perceptions about mathematics instructional quality reflect different dimensions. These differences seem to vary within and between countries. This implies that care should be taken when using the construct as an equivalent measure of instructional quality when studying school effectiveness in mathematics education across countries.

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Section: Data and Samplementioning

confidence: 99%

“…Overview of the Redesign TALIS-PISA Link database (Source fromLiu et al, 2020;OECD, 2014a;OECD, 2014b) …”

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confidence: 99%

Teacher versus student perspectives on instructional quality in mathematics education across countries

Liu,

Yang Hansen,

De Neve

et al. 2023

Instr Sci

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“…On the basis of the general linkage database, we developed a specific linkage dataset containing the indicators from students' self-reported data in PISA 2012 (e.g., socioeconomic status, mathematics achievement) and the school profile of mathematics teachers' self-reported data in TALIS 2013 (e.g., teacher work experience, teacher collaboration, teacher self-efficacy). A description and discussion of the specific linking procedure can be found in Liu et al [29].…”

Section: Data and Participantsmentioning

confidence: 99%

“…Drawing on the unique features of two international large-scale assessments, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), this paper applies the linkage dataset of TALIS 2013 and PISA 2012. Linking data from TALIS 2013 and PISA 2012 helps to examine the impact of mathematics teachers' instructional quality on learning performance in the school context [29]. While several authors have already relied on the TALIS and PISA linkage data in studying mathematics performance [30,31], there has been a lack of focus on mathematics teachers.…”

Section: Introductionmentioning

confidence: 99%

Does School-Level Instructional Quality Matter for School Mathematics Performance? Comparing Teacher Data across Seven Countries

et al. 2022

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Based on the TALIS 2013 and PISA 2012 linkage data, we examine the measurement properties of school instructional quality and study its relationship with mathematics performance, considering school context characteristics (school composition, teacher–student relationship, and teacher qualifications). The study adopts a cross-country perspective. In five of the seven countries, a three-dimensional framework has been confirmed to study mathematics instructional quality (disciplinary climate, supportive climate, and cognitive activation). As a common factor, disciplinary climate explains the variation in school mathematics achievement in four countries. The key is the interaction with socioeconomic status. Schools composed of students with favourable socioeconomic backgrounds reflect a disciplinary climate conducive to learning. Schools consisting of students with low socioeconomic backgrounds benefit more from a supportive climate, contributing to the reduction in the achievement gap. Schools with harmonious teacher–student relationships reflect differential effects on mathematics performance of schools consisting of students from lower- and higher-socioeconomic status families. Low-SES schools are more likely have less academically qualified teachers. School collective teacher qualification seems not directly related to school mathematics performance, but disciplinary climate mediates this link. Consistently, schools composed of students from high-socioeconomic status families tend to perform better.

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“…Não são muitos os estudos que procuram analisar as convergências e as divergências entre o PISA e o TALIS, referindo as limitações de natureza metodológica e instrumental e sugerindo a necessidade de se refletir sobre a interpretação dos resultados (Austin et al, 2015;Delprato & Chudgar, 2018;Escudero et al, 2017;Fernández-Díaz et al, 2016;Liu et al, 2020;Liu et al, 2022;Ludvigsen et al, 2016). Todos estes estudos comparativos diz respeito ao PISA 2012 e ao TALIS 2013.…”

Section: Introductionunclassified

Estudo correlacional entre os resultados globais dos domínios do PISA 2018 e os indicadores do TALIS 2018

Mascarenhas¹,

Maia²,

Rosa³

et al. 2022

RLE

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O Programme for International Student Assessment (PISA) e o Teaching and Learning International Survey (TALIS) são estudos coordenados pela (OECD) com o objetivo de avaliar as competências que os alunos de 15 anos adquiriram para a vida ativa e o ensino e a aprendizagem no 3.º ciclo do ensino básico, através das opiniões de docentes, diretores e pais. Neste artigo, calculámos as correlações lineares entre os resultados, por países, dos 61 indicadores do TALIS 2018 e os resultados globais do PISA 2018, em Leitura, Matemática e Ciências. Verificámos que os parâmetros relacionados com as competências e conhecimentos básicos dos professores têm maior correlação com os resultados do PISA dos que os relacionados com prestígio, responsabilidade e autonomia e que o empenhamento dos professores e diretores na sua formação e desenvolvimento profissional tem correlação positiva com os resultados dos alunos no PISA. Verificámos também que a escassez ou inadequação de tecnologia digital para o ensino tem correlações negativas com as competências para a vida dos alunos e que o uso das tecnologias de informação e comunicação (TIC) no ensino não se traduz em melhores resultados no PISA.

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A Technical Report on Linking Talis 2013 and Pisa 2012: Developing a Multi-Level Perspective on the Student, Teacher and School-Level Variables Related to Mathematics Achievement

Cited by 3 publications

References 0 publications

Teacher versus student perspectives on instructional quality in mathematics education across countries

Teacher versus student perspectives on instructional quality in mathematics education across countries

Does School-Level Instructional Quality Matter for School Mathematics Performance? Comparing Teacher Data across Seven Countries

Estudo correlacional entre os resultados globais dos domínios do PISA 2018 e os indicadores do TALIS 2018

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