Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 5 |
Descriptor
Source
| European Journal of… | 2 |
| Annenberg Institute for… | 1 |
| International Journal of… | 1 |
| Journal of Baltic Science… | 1 |
Author
| Baucal, Aleksandar | 1 |
| Fontanieu, Valérie | 1 |
| Gema Zamarro | 1 |
| Holmqvist, Kenneth | 1 |
| Kovic, Vanja | 1 |
| Krstic, Ksenija | 1 |
| Le Hebel, Florence | 1 |
| Lina Anaya | 1 |
| Montpied, Pascale | 1 |
| Nagore Iriberri | 1 |
| Pedro Rey-Biel | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 5 |
| Tests/Questionnaires | 5 |
| Journal Articles | 4 |
Education Level
| Secondary Education | 5 |
| High Schools | 1 |
Audience
Location
| China | 1 |
| France | 1 |
| Serbia | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Program for International… | 5 |
What Works Clearinghouse Rating
Peer reviewed
Download full textYe, Lu; Yuan, Yuqing – Journal of Baltic Science Education, 2022
Non-cognitive factors are considered critical aspects in shaping students' academic achievement. This study aims to analyze and explore the mechanisms of the influence of noncognitive factors on 15-year-old students' abilities in China and the United States. Based on the Programme for International Student Assessment (PISA) 2018 education dataset,…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Lina Anaya; Nagore Iriberri; Pedro Rey-Biel; Gema Zamarro – Annenberg Institute for School Reform at Brown University, 2021
Standardized assessments are widely used to determine access to educational resources with important consequences for later economic outcomes in life. However, many design features of the tests themselves may lead to psychological reactions influencing performance. In particular, the level of difficulty of the earlier questions in a test may…
Descriptors: Test Construction, Test Wiseness, Test Items, Difficulty Level
Direct linkLe Hebel, Florence; Montpied, Pascale; Tiberghien, Andrée; Fontanieu, Valérie – International Journal of Science Education, 2017
The understanding of what makes a question difficult is a crucial concern in assessment. To study the difficulty of test questions, we focus on the case of PISA, which assesses to what degree 15-year-old students have acquired knowledge and skills essential for full participation in society. Our research question is to identify PISA science item…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
Krstic, Ksenija; Šoškic, Andela; Kovic, Vanja; Holmqvist, Kenneth – European Journal of Psychology of Education, 2018
PISA results show that a considerable number of 15-year-old pupils after 8 to 10 years of schooling have a low level of functional reading literacy, as defined in the PISA framework. While PISA results help identify the level of reading competency, they do not reveal what might be the reasons why some students fail to solve the tasks. One way to…
Descriptors: Eye Movements, Reading Processes, Achievement Tests, Foreign Countries
Radišic, Jelena; Baucal, Aleksandar – European Journal of Psychology of Education, 2018
The study explores how teachers perceive and go about students' thinking in connection to particular mathematical content and how they frame the notion of applied mathematics in their own classrooms. Teachers' narratives are built around two released PISA 2012 mathematics items, the 'Drip rate' and 'Climbing Mount Fuji' (will be referred to as the…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
