The Big-Fish–Little-Pond-Effect revisited: Do different types of assessments matter?

Scherer, Ronny; Siddiq, Fazilat

doi:10.1016/j.compedu.2014.09.003

Cited by 26 publications

(6 citation statements)

References 60 publications

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“…This change is evident at many levels in education, for instance, with respect to the availability of ICT resources at schools, the access to internet, and the transition from paper-and-pencil to computer-based exams (Scherer and Siddiq 2015a;Scheuermann and Pedró 2009). Furthermore, students' digital competence has gained substantial attention and is considered to be an important twenty first century skill (Griffin et al 2012).…”

Section: Introductionmentioning

confidence: 99%

The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

Siddiq

Scherer

2016

Large-scale Assess Educ

Self Cite

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The role and use of information and communication technology (ICT) in education has changed profoundly over the last decade. This change is evident at many levels in Abstract Teachers' integration of information and communication technology (ICT) has been widely studied, given that digital competence is considered to be a crucial outcome of twenty first century education. In this context, research highlighted teachers' computer self-efficacy (CSE) as one of the most important determinants of their ICT integration into teaching practices. Whereas previous research mainly focused on the relation between CSE and ICT integration from a frequency-based point of view, recent research suggests to investigate this relation using more qualitative measures of ICT integration such as the degree to which teachers emphasize developing students' digital information and communication skills (TEDDICS). Consequently, the present study investigates the relations between these two constructs: teachers' emphasis on developing students' digital skills and their computer self-efficacy, taking into account the moderating roles of age and gender. We used a representative sample of 1071 Norwegian secondary school teachers who participated in the international computer and information literacy study (ICILS) in 2013. Our results provide evidence on the positive relation between CSE and TEDDICS. Furthermore, age positively moderated this relation between some factors of the two constructs, indicating that computer self-efficacy plays an even more important role for teachers of higher age in the context of emphasizing ICT skills in classrooms. The unique effect of gender was present for one correlation between CSE and TEDDICS, indicating that moderation by gender was apparent to a limited extent, and related to use of computers for instructional purposes. The interaction between age and gender did not reveal significant moderation effects. We discuss these results in light of the potential consequences for teacher training. Siddiq and Scherer Large-scale Assess Educ (2016) -scale Assess Educ (2016) 4:17 education, for instance, with respect to the availability of ICT resources at schools, the access to internet, and the transition from paper-and-pencil to computer-based exams (Scherer and Siddiq 2015a; Scheuermann and Pedró 2009). Furthermore, students' digital competence has gained substantial attention and is considered to be an important twenty first century skill (Griffin et al. 2012). As a consequence, a first line of research studied the determinants of teachers' integration of ICT into classroom activities (Tondeur et al. 2008), given that the teachers play a key role in developing students' digital skills (Schibeci et al. 2008). Specifically, teachers' computer self-efficacy (CSE) has been identified as one of the most important determinants for teachers' integration of ICT in teaching and learning practices (Kreijns et al. 2013;Mumtaz 2000). Existing research identified positive relations between teachers' CSE and their use ...

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Section: Introductionmentioning

confidence: 99%

The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

Siddiq

Scherer

2016

Large-scale Assess Educ

Self Cite

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“…Changing the evaluation paradigm in the learning process is a necessity. With the development of technology, conventional assessment using paper has changed towards modern computer-based assessment (Scherer & Siddiq, 2015). Even the use of digital assessment in the language learning evaluation has exceptionally good potential and will develop (Burstein et al, 1996).…”

Section: Introductionmentioning

confidence: 99%

Transformation of Arabic Assessment in Indonesia: Conventional Assessment Toward Digital Assessment

Rahman

Masdar²,

Ilmiani³

et al. 2022

AlTarib

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Since 1960, digital assessment has been developed and implemented in foreign language assessments, but there are still few studies that discuss Arabic digital assessment because most of them follow a traditional paper and pencil assessment. The study investigates the transformation of Arabic assessment in Indonesia from conventional to digital. It further describes the factors influencing the transformation. This study employs a qualitative-case study involving Indonesian Islamic State Universities. Data collection techniques used are interviews and observations. Then the data is analyzed interactively with data reduction, data display and conclusion. The results show that the transformation of the Arabic language assessment has begun in 2016 at UIN Maliki Malang but it faced constraints regarding its TOAFL implementation. Implementing the digital Arabic assessment is comprehensively done during the online learning policy. Two factors influence the shift in Arabic assessment culture: the rapid development of the 4.0 Industrial Revolution and the COVID-19 pandemic. There are two models of digital assessment: web-based assessment and mobile-based assessment

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“…The BFLPE primarily posits that the effect of individual student achievement on academic self‐concept is positive, whereas the effect of school‐average achievement on academic self‐concept is negative (Marsh, 1987, 2016). A growing body of research has demonstrated the validity and generalizability of the BFLPE across several countries around the world (e.g., Chiu, 2012; Liem, Marsh, Martin, McInerney, & Yeung, 2013; Marsh, 2016; Marsh, Abduljabbar, et al, 2014; Marsh et al, 2015; Marsh & Hau, 2003; Nagengast & Marsh, 2012; Scherer & Siddiq, 2015; Seaton, Marsh, & Craven, 2009). Of these studies, however, a very small body of research has specifically examined the BFLPE in the domains of mathematics achievement and mathematics self‐concept.…”

Section: Introductionmentioning

confidence: 99%

“…The authors demonstrated that the effects of class‐, stream‐, and school‐average mathematics achievement on mathematics self‐concept were significantly negative, thereby lending empirical evidence for the BFLPE on mathematics self‐concept in Singapore. Moreover, Scherer and Siddiq (2015), using the Norwegian sample of the PISA 2012 dataset, examined the BFLPE for paper‐and‐pencil and computer‐based mathematics assessments. The authors found that the BFLPE for mathematics self‐concept was significant and negative for both paper‐and‐pencil and computer‐based mathematics assessments (effect size = −0.33, −0.40, respectively).…”

Section: Introductionmentioning

confidence: 99%

The big‐fish‐little‐pond effect on mathematics self‐concept: Evidence from the United Arab Emirates

Areepattamannil

Khine

Nuaimi³

2017

Journal of Adolescence

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This study examined the big-fish-little-pond effect (BFLPE; Marsh, 1987) on mathematics self-concept of 7404 adolescents (female ¼ 3767 [51%], male ¼ 3637 [49%]; M age ¼ 15.85 years, SD ¼ 0.28) from 456 schools in the United Arab Emirates, one of the Arab states of the Persian Gulf. The results of multilevel regression analyses indicated good support for the BFLPE's theoretical predictions: the effect of individual student mathematics achievement on individual student mathematics self-concept was positive and statistically significant, whereas the effect of school-average mathematics achievement on individual student mathematics self-concept was negative and statistically significant. Moreover, the interaction between school-average mathematics achievement and individual student mathematics achievement was small and non-significant. Implications of the findings for policy and practice are briefly discussed.

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The Big-Fish–Little-Pond-Effect revisited: Do different types of assessments matter?

Cited by 26 publications

References 60 publications

The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

Transformation of Arabic Assessment in Indonesia: Conventional Assessment Toward Digital Assessment

The big‐fish‐little‐pond effect on mathematics self‐concept: Evidence from the United Arab Emirates

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