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22 April 2009 Benefits and limitations of international comparative research in science and mathematics education AMSTEL – Seminar Pauline Vos Universiteit van Amsterdam AMSTEL Instituut

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2 International comparison Use identical instruments in different countries and look at differences between countries. My own international experience: Went to school in NL, D and F worked in NL, Zimbabwe, Mozambique & South Africa Worked at the Dutch research centre for TIMSS- 1999 (University of Twente) PhD on mathematics curriculum in NL using TIMSS-instruments

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3 Many variations Bilateral studies Affect in science: ROSE (Relevance of Science Education), 40 countries Teacher competencies: TEDS(M), 17 countries

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4 Two abbreviations… PISA = Project for International Student Assessment organised by OECD (Organisation for Economic Cooperation and Development) TIMSS = Trends in International Maths and Science Study previously: Third Internat. Maths & Science Study organised by IEA (Internat. Assoc. for the Evaluation of Educational Achievement)

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5 Translate and define Mathematics Basic calculations and further Science physics, chemistry, biology, physical geography, astronomy, ecology, etc Students all students (not just pre-university)

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6 NLUSAFlaJapMarocRuss. 384938471637

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7 NLUSAFlaJapMarocRuss. 454446311638

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8 NLUSAFlaJapMarocRuss. 8276 773374

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9 NLUSAFlaJapMarocRuss. 443666803155

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10 NL36 USA19 Fla21 Jap44 Maroc 2 Russ. 9

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11 NLUSAFlaJapMarocRuss. 817471784576

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12 Some history… 1964 A comparison of 12 countries, Husén & Bloom 1971 FISS 1980-82 SIMS 1984 SISS 1995 TIMSS (later known as TIMSS-1995 ) 1999 TIMSS-Repeat (later known as TIMSS-1999) 2003 TIMSS-2003 2007TIMSS-2007 2008 TIMSS Advanced TIMSS-2011 2000PISA-2000 2003PISA-2003 2006PISA-2006 PISA-2009

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22 April 2009 To what extent do countries differ in the education of science and mathematics? How can you do research on the question:

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14 Hours of instruction for science (grd 4)

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15 Teacher characteristics math (grd 8)

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22 April 2009 Both studies focus on a test

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17 Complex studies.. Assessment framework Large number of items Long design process for instruments Large random sample Quality control trend items (retained) coding and re-coding excluding countries when criteria were not met

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18 Pisa framework for science

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19 Pisa framework for science competencies

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20 Pisa framework for science

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21 Pisa framework for science

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22 Pisa science item Acid Rain

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23 Pisa science item Acid Rain

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24 Pisa science item Acid Rain

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25 Complex studies… (1) Not just measuring country scores in one discipline, but also: Sub-disciplines (algebra, ecology,..) Sub-competencies (reproduce, explain, communicate,..) Background variables Not just measuring students scores, but also trying to explain: Differences between countries Differences between schools Differences between students

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26 Complex studies… (2) PISA: 85 exercises distributed over 13 test booklets PISA-2000 Main topic: Literacy (reading) Additional: science, maths PISA-2003: Main topic: Mathematical Literacy Additional: literacy, science, problem solving PISA-2006 Main topic: Science Additional: literacy, maths

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27 Complex studies… (3) TIMSS: 300 exercises distributed over 12 booklets TIMSS-95: grades 3, 4, grades 7, 8 Performance Assessment (= test in a lab-like environment) grade 12: math/science literacy; advanced maths/science video study (USA, Jap, Germ.) TIMSS-99: grade 8 TIMSS-R Video study (USA, Jap, NL, Cz, Switz, Austr, HongK.) TIMSS-2003 grade 4, grade 8 TIMSS-2007 grade 4, grade 8 TIMSS-2008 grade 12

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28 Percentage Distribution Math Items PISA - TIMSS 15-year-olds PISA Grade 8 TIMSS Number 22%33% Measurement 18%14% Geometry 12%18% Data 40%11% Algebra 11%23% Classified to multiple strands 2%0%

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29 Math Item Formats Multiple Choice Short Constructed Response Extended Constructed Response TIMSS71%16%13% PISA*33%42%25% * PISA definitions: Multiple Choice includes regular and complex multiple-choice items. Short Constructed Response includes short answer and closed response items. Extended Constructed Response includes open response items.

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30 Mathematical Complexity LowModerateHigh TIMSS51%46%3% PISA29%64%7%

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31 PISA-2006 science country ranking

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32 PISA-2006 science country ranking

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33 TIMSS- 2007 country ranking Maths grade 4

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34 TIMSS-2007 multi-country comparison

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35 Horse race - thinking both in PISA and TIMSS Ranking is simplistic Sample: intrinsically inaccurate Scores of some countries are very close. With s.e.>3 are small differences not significant NL position in 2003: math: on shared positions 2-7 in PISA and shared positions 6-9 in TIMSS science: on shared positions 4-8 in PISA and shared positions 7-11 in TIMSS

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36 Differences PISA and TIMSS Population: PISA: age cohort: 15-year olds (indep. of grade) TIMSS: grade (indep. of age) Countries: PISA: economically developed (OECD) TIMSS: whole world (incl. Saudi Arabia, Botswana) Cyclus: PISA: 3-yearly with different thematic foci TIMSS: 4-yearly with different populations Content: PISA: applicable knowledge (situations): reading, math. literacy, scientific literacy TIMSS: school knowledge (US curriculum): mathematics, science Justification of the study: PISA: knowledge has economical importance TIMSS: knowledge about education is needed

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37 Country score and GDP

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39 TIMSS-1999 Video Study Grade 8 seven countries: Australia, Hong Kong, Japan, NL, Czech Rep, USA, Switzerland Aim: describe patterns in lessons question: what is typical for the math lessons in a certain country? in each country 85 random lesson filmed, transcribed & coded Points of analysis: Structure of the lesson: e.g. who speaks? How many exercises? Mathematical content: complexity, procedures Char of exercise: symbols, contexts

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40 TIMSS-Video study: use of materials: Percentage lessons in which a calculator is used

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41 TIMSS-Video study: structure of lessons Percentage lessons in which a goal is stated

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42 TIMSS-Video study: structure of lessons Percentage lessons, in which a summary statement is made

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43 TIMSS-Video study: exercises Percentage exercises per lesson with a context of symbols only

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44 TIMSS-1999 Video Study USA video USA Grade 8 (14 yrs) Heterogeneous non-problem segment: the teacher shows the class examples of angles formed by secants and tangents intersecting inside, on, or outside a circle.

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45 TIMSS-1999 Video Study Netherlands video NL Grade 8 (14 yrs) Homogeneous (pre-university) non-problem segment: the teacher briefly presents historical background related to the Pythagorean theorem (i.e., Pythagoras was a Greek gentleman). She also connects ideas learned previously (i.e., the definitions of various types of triangles) to the present lesson.

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46 TIMSS-1999 Video Study Hong Kong: grd 8, heterogeneous Explanation of a new concept. video HongKong Pre-knowledge: students can solve linear equations What preceded the scene: Solving 2x+10=2(x+5) 2x+10=2x+10 0 = 0 Then different values were insterted for x. left hand side right hand side expanded form factorized form

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47 Next in this theatre… TEDS(M) report in December 2009 TIMSS-2008 Advanced report in December 2009 Pisa 2009 report in 2010

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48 References for PISA and TIMSS www.pisa.oecd.org http://timss.bc.edu

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49 remains the question…. what are the benefits and limitations?

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