Deutschland hat im Jahr 2021 zum fünften Mal an der Internationalen Grundschul-Lese-Untersuchung (IGLU) teilgenommen, in der die Lesekompetenz von Viertklässlerinnen und Viertklässlern untersucht ...wird. In diesem Skalenhandbuch sind alle in Deutschland eingesetzten Instrumente dokumentiert. Dies umfasst sowohl die deutschsprachigen Fassungen der international eingesetzten Instrumente als auch die nationalen Erweiterungen. Die in diesem Band berichteten deskriptiven Statistiken und Kennwerte ermöglichen einen Einblick in die Verteilungen von Angaben und in die Datenqualität. Außerdem werden System- und Organisationsvariablen sowie Sampling- und Gewichtungsvariablen dokumentiert. Zur Erleichterung der Arbeit mit den Datensätzen ergänzt dieses Skalenhandbuch die Materialen, die von der internationalen Studienleitung an anderer Stelle zur Verfügung gestellt werden.
Health insurance plays a crucial role in providing financial protection and ensuring access to necessary healthcare services. The awareness of Indonesian society regarding the importance of health ...insurance continues to grow, as evidenced by a 22% increase in premium income according to AAJI data as of March 2023. Despite the benefits of health insurance, an increasing number of insurance participants raises risks for insurance companies. The Generalized Additive Models (GAM) P-Spline can overcome these problems. The non-linear relationship between claim amount with age, body mass index, and blood pressure can be modelled with GAM P-Spline. The formed GAM model with PIRLS unable to give a clear information of relationship between variables explicitly, but can be seen by the shape of the function of each predictor associated with the link function used.
International Large-Scale Assessments (ILSAs) have had significant impact on education policy across the globe. But has interest in ILSAs now started to wane? This paper presents new evidence on this ...issue, exploring how the amount of attention three major ILSAs receive compares across countries, between studies and over time. Using information on Google searches made for ILSAs over time, we illustrate how results from TIMSS and PIRLS results receive significantly less attention than those from PISA. Globally, interest in ILSAs seems to have peaked in 2012 and has been on the decline since. There is however substantial cross-country variation, with increasing interest in some countries over the last decade (e.g. Sweden, Turkey) offsetting some of the fall in others (e.g. Japan, German). Moreover, while changes in scores seem to be related to the attention that ILSAs receive, other factors – including their current position in political and policy narratives – are also likely at play.
Causes of sex differences in educational achievement have been controversially discussed in the extant literature. It has been speculated that differing prosperity and equality of opportunities may ...be linked to these differences, but conclusive empirical evidence for such effects is unavailable. Here, we present evidence for sex differences in international large-scale assessments of reading literacy, mathematics, and science across 16 cohorts from 1995 to 2019. Our analyses of PIRLS and TIMSS reading literacy, mathematics, and science achievement data (N = 3,999,062; 90 countries) showed consistent advantages for girls in reading literacy (d range: −0.02 to 0.66). For mathematics and science this pattern was less unambiguous, yielding non-trivial effects in both directions (d ranges: −0.44 to 0.36 and − 0.50 to 0.46, respectively). Sex differences in all three domains were more pronounced in more egalitarian countries (β range 0.16 to 0.20). Higher national prosperity and educational investment predicted larger sex differences favoring fourth grade boys in mathematics and science (β range: 0.07 to 0.39) and became less meaningful with increasing student ages (β range for eighth graders: 0.17 to 0.21). In all, our findings suggest that influences of economic macro-indicators on sex differences in educational achievement are differentiated according to subject, indicating larger sex differences in mathematics and science in more egalitarian and prosperous countries.
•Girls showed consistently higher reading literacy achievement than boys.•Sex differences in mathematics and science are differentiated by country.•Between-country differences are driven by socioeconomic indicators.•Economic macro-indicators predict sex differences in educational achievement.
El desarrollo de la comprensión lectora, como capacidad vital para el crecimiento y maduración del alumnado, ha asumido un papel fundamental en el entorno educativo. En esta línea, con el avance de ...la tecnología han ido surgiendo diferentes técnicas de evaluación que pretenden medir por todo el mundo dicha competencia, así como los factores asociados a su adquisición: uno de estos estudios es PIRLS, un estudio de la IEA que evalúa la comprensión lectora de los alumnos en 4º de Primaria. El presente artículo pretende estudiar las características y comportamiento psicométrico de 16 ítems liberados por la IEA pertenecientes a una de las pruebas PIRLS: “La tortuga verde marina: el viaje de su vida”. Con este propósito, se realiza una investigación de enfoque descriptivo en la que se parte de una muestra de 2397 alumnos españoles los cuales han realizado la mencionada prueba tipo test, que ha sido examinada con diferentes procedimientos de exploración estadística gracias a diferentes softwares informáticos como SPSS o PARAM. Los resultados muestran diferentes grados de dificultad y discriminación en los ítems. Así mismo, se comprueba la unidimensionalidad de la subprueba, que mide el nivel de competencia lectora para adquirir y usar información. Además, se subraya la importancia de usar pruebas con fundamentos confiables que avalen su uso.
Abstract Numerous studies have shown that parental involvement has a significant influence on student achievement. However, most of these studies have been conducted in Western Europe and North ...America. In the Gulf Cooperation Council (GCC) region, we find that quantitative research that examines parents' behavior is limited. In order to design efficient parent engagement programs and family policies, we need to understand how parents interact with their children's education in this area. Data from PIRLS is the only open-access data that allows us to study parent involvement by using a large sample that may reveal parents' behavior patterns. This work investigates elements of parental involvement addressed in the parent questionnaire of PIRLS and studies its relationship to student reading achievement. The results showed a positive influence of parents' practice of educational activities and expectations of their children's educational achievement, and a negative association between student reading achievement and parents' help with homework. Implications are discussed from the perspective of the social context in the GCC.
This paper depicts the evolution of gaps in academic performance between native and immigrant background students as they progress from primary to secondary education. We study three cohorts of ...students in European and traditional English-speaking immigration countries using combinations of international assessment studies (PIRLS, TIMSS and PISA). To address the issue of comparability of test scores across surveys and over time, we exploit rank-based measures of relative performance, which only require ordinal comparability of the data. We do not find significant differences between the academic achievements of immigrant children and their native-born peers in English-speaking receiving countries. By contrast, immigrant-background children – both of first- and of second-generation – exhibit a large achievement gap in primary school in Europe, even when accounting for observable differences in socioeconomic characteristics. The gap tends to narrow down in secondary education in both reading and mathematics but is not fully absorbed in most countries. This finding is noteworthy among second-generation students in systems with early tracking. The performance of students with mixed parents is not markedly different from native students. Diverging educational progress between immigrant children in traditional immigration countries and our sample of European countries seems to reinforce the importance of the initial socioeconomic endowment in shaping the academic trajectories of immigrant children.
PISA, TIMSS e PIRLS em Portugal: Uma análise comparativa Vítor Alberto Rosa; João Sampaio Maia; Daniela Mascarenhas ...
Revista portuguesa de educação/Revista portuguesa de educação,
06/2020, Letnik:
33, Številka:
1
Journal Article
Odprti dostop
Neste artigo apresentamos uma análise comparativa entre três inquéritos internacionais: PISA, levado a cabo pela OCDE, o TIMSS e o PIRLS, realizados pela IEA, tendo em conta os seus objetivos gerais ...e uma correlação dos dados referentes a Portugal (por regiões da NUTS III). A revisão bibliográfica e documental mostrou como os resultados podem ser reformulados ou reinterpretados pelos diferentes atores sociais e que são vistos pelos decisores políticos e pelas organizações como uma ferramenta de comparação dos sistemas escolares, reveladora de pontos fortes e pontos fracos. A análise dos resultados gerais evidencia que Portugal tem vindo a melhorar os seus resultados no PISA, nos três domínios (leitura, matemática e ciências), que melhorou no TIMSS em matemática e piorou em leitura no PIRLS. A análise comparativa por regiões revelou que existe uma diferenciação dos resultados por regiões e que, enquanto o fator domínio não se apresenta como relevante, o fator objeto de avaliação em cada estudo parece determinante para os resultados dos questionários. Revelou, ainda, que há uma relação direta entre o PIB/habitante e os resultados dos questionários nas regiões com valores extremos de PIB/habitante, mas que essa relação não existe para a generalidade das regiões.
•Various individual and environmental factors influence children’s digital reading.•US children’s print comprehension predicted their digital reading comprehension.•Reader self-concept significantly ...predicted online and offline comprehension.•Computer self-concept did not predict online reading comprehension significantly.•Mixed results were found regarding the influence of literacy resources.
This study examined how digital reading comprehension of elementary students can be predicted by individual differences, home-school resources, and instructional support. We conducted multilevel regressions with two levels (student and school) using datasets for the United States of America from (e)PIRLS 2016. Data analysis at the student level indicated that the participating fourth graders’ digital reading comprehension was predicted substantively by their proficiency in print reading comprehension in conjunction with direct and indirect effects of individual differences in student motivation (e.g., reading self-concept) and home resources. At the school level, however, neither digital resources nor instructional support were significant predictors of students’ digital reading comprehension. These findings contribute to our understanding of what factors affect children’s development of digital literacy.
PDF
