This study conducted a comparative analysis of critical reading skills among engineering students at private universities in Malaysia and Vietnam, using the Programme for International Student Assessment (PISA) reading framework. Involving 182 undergraduates, the research included a quantitative critical reading test followed by statistical…

Grounded in ecological theory, this study investigated relative contributions of perceived classroom and school climate variables to mathematics self-concept and achievement of English-at-home and English learner (EL) students using PISA 2012 data for American middle-grade students. For both outcomes, results of 3-step hierarchical linear…

STEM education was a systematic teaching and/or learning process in the STEM fields and a positive correlation existed between STEM education, and the economic prosperity and power of a nation in the globalized world. In recent years, rising concerns have emerged about American STEM education. Many stakeholders wondered that whether the nation has…

The purpose of the current study is to evaluate Turkey's International Student Assessment Program (PISA) reading literacy scores in view of Turkish Language teachers. For this reason the study was designed as a case study, one of qualitative approach. In the research, the data were collected from 15 Turkish language teachers through interviews. An…

Effective collaborative problem solving comprises cognitive dimensions, in which men tend to outperform women, and social dimensions in which women tend to outperform men. We extend research on between-country differences in gender gaps by considering collaborative problem solving and its association with two indicators of societal-level gender…

The aim of this article is to examine teachers' constructions of the literacy competence levels of multilingual students. The study is based on a Latour-inspired theoretical understanding of standardised literacy testing as a social practice, and focuses on teachers' perceptions of and practices concerning compulsory national standardised literacy…

Those who work in second- and foreign-language testing often find Koretz's concern for validity inferences under high-stakes (VIHS) conditions both welcome and familiar. While the focus of the article is more narrowly on the potential for two instructional responses to test-based accountability, "reallocation" and "coaching,"…

In Finland, the national Core Curriculum for Basic Education defines the learning objectives along with the numerical grade to be given for good competence in each school subject in the final phase of basic education. While serving as a guideline for schools and teachers, it should also ensure an objective evaluation of all students in Finland. In…

International achievement comparison studies assess students on core subjects such as Reading, Mathematics and Science. Students who do not speak the test language at home can be expected to be disadvantaged because of language proficiency. The test language effect has not been given sufficient attention. The present study investigated probable…

The purpose of this research is to examine the comparability of mathematics and science scores for students from English language backgrounds (ELB) and non-English language backgrounds (NELB). We examine the relationship between English reading proficiency and performance on mathematics and science assessments in Australia, Canada, the United…

The stability of educational test results from the Programme for International Student Assessment (PISA) over 15 years was examined, and the influence of demographics and social capital was assessed, as was the impact of educational reforms. The test results were remarkably stable, with correlations up to 0.99 for country-level results over 2…

This paper investigates the gap in Financial Literacy (FL) between native and immigrant 15-year-old school students using data from the 2012 PISA Financial Literacy Assessment. The size of the gap is about 0.15 standard deviations, going up to 0.3 for first-generation immigrants. This is partly because immigrants have poorer economic background,…

This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8…

The present study investigates problem-solving skill alongside more widely recognized settlement and sociodemographic factors in first-generation (1G) and second-generation (2G) immigrant students' science and mathematics achievement. A total of 113,767 students (ages 15-16 years) from 17 countries were drawn from the 2003 Programme for…

Programme for International Student Assessment data from 29 countries was used to measure immigrant school gaps (differences in scores between immigrants and natives) in relation to various potentially correlated factors. Results show that negative gaps are concentrated in the European Union; in the South, they are mainly correlated with school…