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来源类型Publication
Revisiting the Relationship between International Assessment Outcomes and Educational Production: Evidence from a Longitudinal PISA-TIMSS Sample
Martin Carnoy; Tatiana Khavenson; Prashant Loyalka; William H. Schmidt; Andrey Zakharov
发表日期2016
出版者American Educational Research Journal
出版年2016
语种英语
摘要

International assessments, such as the Program for International Student Assessment (PISA), are being used to recommend educational policies to improve student achievement. This study shows that the cross-sectional estimates behind such recommendations may be biased. We use a unique data set from one country that applied the PISA mathematics test in 2012 in ninth grade to all students who had taken the Trends in International Mathematics and Science Survey (TIMSS) test in 2011 and collected information on students’ teachers in ninth grade. These data allowed us to more precisely estimate the effects of classroom variables on students’ PISA performance. Our results suggest that the positive roles of teacher “quality” and “opportunity to learn” in improving student performance are much more modest than claimed in PISA documents.

主题Federal and State Education Policy
子主题Other ; School Effectiveness
URLhttps://cepa.stanford.edu/content/revisiting-relationship-between-international-assessment-outcomes-and-educational-production-evidence-longitudinal-pisa-timss-sample
来源智库Center for Education Policy Analysis (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/491763
推荐引用方式
GB/T 7714
Martin Carnoy,Tatiana Khavenson,Prashant Loyalka,et al. Revisiting the Relationship between International Assessment Outcomes and Educational Production: Evidence from a Longitudinal PISA-TIMSS Sample. 2016.
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