ERIC Documents Citations for the International Association for the Evaluation of Educational Achievement
EJ534079 EA532723
Reassessing a Learning Gap: A Comparative Study of Student Science
Achievement in the U.S. and China.
Wang, Jianjun
Phi Delta Kappan, v78 n3 p234-39 Nov 1996
ISSN: 0031-7217
Document Type: EVALUATIVE REPORT (142); REVIEW LITERATURE (070);
JOURNAL ARTICLE (080)
Reviews current literature related to the science achievement
"learning gap" between Chinese and U.S. students. Presents an
empirical assessment based on a more representative database from
both countries. An extended mid-1980s study (the Second
International Association for the Evaluation of Educational
Achievement Study, or SSIS), found no appreciable learning gap
between U.S. and Chinese students. (38 references) (MLH)
Descriptors: *Academic Achievement; *Comparative Education;
*Economic Factors; Elementary Secondary Education; Foreign Countries;
*Misconceptions; *Science Education
Identifiers: *China; *United States
ED402570 CS012688
Reading Literacy in an International Perspective: Collected Papers
from the IEA Reading Literacy Study.
Binkley, Marilyn, Ed.; And Others
Dec 1996
253p.
ISBN: 0-16-048957-1
Available From: U.S. Government Printing Office, Superintendent of
Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Document Type: COLLECTION (020); EVALUATIVE REPORT (142)
Presenting nine papers from the IEA (International Association for
the Evaluation of Educational Achievement) Reading Literacy Study
that place results in an international perspective, this report
address factors related to variation in literacy outcomes, both
across and within countries; the teaching of reading; and the quality
of life in schools. The nations focused on in the report are
Denmark, Finland, France, the former West Germany, Italy, Spain,
Sweden, Switzerland, and the United States. Papers in the report are
"Social Inequality, Social Segregation, and Their Relationship to
Reading Literacy in 22 Countries" (Stephen W. Raudenbush and others);
"A Nine-Country Study: What Were the Differences between the Low- and
High-Performing Students in the IEA Reading Literacy Study?" (Karin
Taube and Jan Mejding); "Reading Literacy among Immigrant Students in
the United States and the Former West Germany" (Rainer Lehmann);
"Comparison of Reading Literacy across Languages in Spanish Fourth
Graders" (Guillermo A. Gil and others); "Teaching Reading in the
United States and Finland" (Marilyn R. Binkley and Pirjo Linnakyla);
"A Nine-Country Study: How Do Teachers Teach Reading to 9-Year-Olds?"
(Emilie Barrier and Daniel Robin); "Consistencies in the Quality of
School Life" (Trevor Williams and Stephen Roey); "Quality of School
Life in the Finnish- and Swedish-Speaking Schools in Finland" (Pirjo
Linnakyla and Viking Brunell); and "Analysis of the Williams and
Batten Questionnaire on the Quality of School Life in Spain"
(Guillermo A. Gil). (RS)
Descriptors: Comparative Analysis; Cross Cultural Studies;
*Educational Environment; Elementary Secondary Education; Foreign
Countries; Immigrants; *Literacy; Questionnaires; *Reading
Achievement; *Reading Instruction; Reading Research; School Culture;
Teaching Methods
Identifiers: *International Assn Evaluation Educ Achievement
ED396245 CS012485
Reading Literacy in the United States. Findings from the IEA
Reading Literacy Study.
Binkley, Marilyn; Williams, Trevor
1996
82p.
ISBN: 0-16-048670-X
Available From: U.S. Government Printing Office, Superintendent of
Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Document Type: RESEARCH REPORT (143)
Using data from the 1991 IEA (International Association for the
Evaluation of Educational Achievement) Reading Literacy Study, a
study compared United States fourth- and ninth-grade students to
students in 32 other countries; examined relationships between
reading comprehension and aspects of family, schooling, and
community; and investigated the nature of reading instruction in
American classrooms. National samples of classes at the grade level
containing the most 9-year-olds and 14-year-olds were used. A "world
average" was constructed of the 18 participating nations that are
also members of the Organization for Economic Cooperation and
Development (OECD). Results indicated that (1) American fourth
graders outperformed students from all other countries except
Finland; (2) American ninth graders' performance was closely grouped
with that of students from 15 other nations; (3) in the United
States, White students read better than Black and Hispanic students;
(4) most groups of American students outperformed the OECD average;
(5) students whose parents did not finish high school read at about
the same level as the OECD average at fourth grade, but fell below
the average in the ninth grade; (6) when differences in wealth,
race/ethnicity, level of parental education, and other related
attributes were taken into account, children from one-parent mother-
only families did as well as children from two-parent families; (7)
parents' educational attainment influenced reading comprehension over
and above other aspects of family background; (8) what teachers said
they believed about reading instruction differed markedly from what
they actually did and had students do. (Contains 70 references, 43
notes, 4 exhibits, 3 tables, and 29 figures of data.) (RS)
Descriptors: Comparative Analysis; Cross Cultural Studies; *Family
Environment; Grade 4; Grade 9; Intermediate Grades; Junior High
Schools; *Literacy; Racial Differences; *Reading Achievement;
*Reading Comprehension; Reading Research; *Teacher Attitudes;
*Teacher Behavior
Identifiers: *International Assn Evaluation Educ Achievement
ED394731 PS024198
A Comparative Study of Early Childhood Programs in 15 Countries.
The IEA Preprimary Project.
Olmsted, Patricia P.
Feb 1996
36p.
Document Type: PROJECT DESCRIPTION (141)
The Preprimary Project is a comprehensive comparative study of
early childhood services in nations on four continents. This report
describes the project, the instrument devised to measure the
project's effectiveness, and some preliminary findings. The project
is sponsored by the International Association for the Evaluation of
Educational Achievement (IEA) and has interrelated phases: (1) Phase
1: a household survey exploring the use of early childhood services
by families in 11 countries; (2) Phase 2: 15 countries are involved
in observation and interviews to assess the quality of children's
experiences in the various care/education settings identified in
Phase 1; and (3) Phase 3: an age-7 follow-up study of the children
observed in Phase 2, including an assessment of their developmental
status and their progress since the end of their preprimary
experience. The instruments used in these phases were developed
through a multi-step, collaborative process. Preliminary findings
include the following: (1) teachers and parents agreed in their
assessments of the importance of various educational goals; (2)
teachers in Belgium, China, Finland, Greece, Hong Kong, Indonesia,
Italy, Slovenia, and the United States ranked as most important
categories of social skills with peers, self-sufficiency skills, and
language skills; (3) in most countries, at least 75 percent of early
childhood teachers are certified; (4) low percentages of certified
teachers are found in Hong Kong (36 percent in kindergartens, 22
percent in day care), Thailand (10 percent in child care centers),
and China (37 percent in rural kindergartens). Three appendices
include Phase 2 measures, categories used in the three observation
systems, and national sampling information. (JW)
Descriptors: *Child Development; Comparative Analysis; Cross
Cultural Studies; Day Care; Developed Nations; Developing Nations;
*Early Childhood Education; Foreign Countries; Observation; *Parent
Attitudes; Preschool Children; Program Effectiveness; Program
Evaluation; *Teacher Qualifications; *Test Construction
Identifiers: Africa; Asia; Europe; *IEA Preprimary Project; North
America
ED392841 TM024667
A Confirmatory Factor Analysis and a Group Comparison Analysis of
the IEA Student Attitude Questionnaire.
Gadalla, Tahany
Apr 1995
14p.; Paper presented at the Annual Meeting of the American
Educational Research Association (San Francisco, CA, April 18-22,
1995).
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
The Second International Mathematics Study was conducted in 20
countries under the sponsorship of the International Association for
Evaluation of Educational Achievement (IEA). Among the instruments
used in this study was a questionnaire investigating student
attitudes about school, instruction, and mathematics. The fit of an
a priori model that postulates the relationships between observed
responses to sets of items comprising different scales and the latent
traits the scales are designed to indicate was studied. The
hypothesis of equality of factor structure for boys and girls was
also tested. Data were from 13-year-old Canadian students, 2,422
boys and 2,401 girls. The PRELIS computer program was used to
compute the polychoric correlations and the asymptotic covariance
matrices for the response data, using listwise deletion of missing
responses. Analyses made it apparent that most items needed
revision, that they had poor reliability, and that they seemed to be
measuring a mixture of traits. Insufficient evidence was found
concerning the hypothesis that boys and girls had the same factor
pattern. The validity of international comparisons from survey
responses has not been established. (Contains two figures and three
tables.) (SLD)
Descriptors: *Comparative Analysis; Cross Cultural Studies; *Factor
Structure; Foreign Countries; *Goodness of Fit; International
Education; Models; Questionnaires; Sex Differences; *Student
Attitudes; *Test Items; Test Reliability; Test Use; Test Validity
Identifiers: Canada; Confirmatory Factor Analysis; *International
Assn Evaluation Educ Achievement; Missing Data; *Second International
Mathematics Study
ED386952 FL023269
National Profile of the United States. International Association
for the Evaluation of Educational Achievement Language Education
Study.
1995
96p.; Research report submitted to the National Foundation for
Educational Research in England and Wales for incorporation into the
IEA/LES Database (September, 1995).
Document Type: NON-CLASSROOM MATERIAL (055); REVIEW LITERATURE
(070)
Target Audience: Practitioners
This National Profile has been prepared as the United States'
participation in Phase I of the International Association for the
Evaluation of Educational Achievement's international study of
language learning on the secondary level. It presents a complete
outline of the state of foreign language learning in the United
States from grades 1-12 for some college information, based on an
international questionnaire distributed by the International
Association for the Evaluation of Educational Achievement on
education at the secondary level. Details are provided on
demographic, socio-economic, and educational information; socio-
linguistic context; language policy; language curriculum and
assessment; and language teaching and professional support. The
structure of the U.S. educational system from pre-school to grade 12
is outlined, and an English-as-a-Second-Language (ESL) addendum
responds to questions about the general state of ESL teaching in the
United States. Information is listed by foreign language for number
of students, teachers, hours taught, trade contacts, and textbooks
used and their contents. (Contains numerous references.)
(Author/NAV)
Descriptors: Curriculum Design; *Demography; Elementary Secondary
Education; *English (Second Language); Higher Education;
Instructional Materials; Language Planning; Language Teachers;
Questionnaires; *Second Language Instruction; *Second Language
Learning; Socioeconomic Status; Sociolinguistics; Testing
Identifiers: *National Foundation for Educational Research
ED385826 CS012229
Curriculum and Assessment Issues: Messages for Teachers. Children
Learning To Read: International Concerns, Volume 2.
Owen, Pamela, Ed.; Pumfrey, Peter, Ed.
1995
227p.; For volume 1, see CS 012 228.
ISBN: 0-7507-0366-0
Available From: Falmer Press, Taylor and Francis, Inc., 1900 Frost
Road, Suite 101, Bristol, PA 19007-1598 (hardback: ISBN-0-7507-0365-
2; paperback: ISBN-0-7507-0366-0).
Document Type: RESEARCH REPORT (143); TEACHING GUIDE (052)
Target Audience: Teachers; Practitioners
Providing an international perspective on how children learn to
read, this second of 2 volumes presents research studies and
classroom experiences from the United Kingdom, the United States,
Canada, Australia, Jamaica, and Israel, drawing on evidence from 18
countries. Essays in the volumes highlight implications for design,
implementation, and evaluation of classroom reading programs. These
two volumes address the 3 major concerns of those involved in how
children become literate and by what means such achievements may be
appraised. They are: developing understanding of the nature of
children's early reading development; considering ways in which
children's reading can be encouraged; and the assessment of reading
standards. Following an introduction ("International Concerns and
Controversies" by P. Pumfrey and P. Owen), essays in the second
volume are: (1) "Expanding the Dimensions of World Literacy" (C.
Foley); (2) "Children's Learning and the New English Curriculum" (B.
Raban-Bisby); (3) "The Ecology of Sense-Making: The Literacy-
learner's Dilemma" (M. Bogle); (4) "The Avon Collaborative Reading
Study" (T. Gorman); (5) "Writing Systems in Different Languages: A
Factor Affecting Literacy Standards?" (C. Upward); (6) "'Equal-
Plus': A New Initial-teaching Orthography" (N. Atkinson); (7)
"Defining the Reading Domain: Is a Curriculum Definition Sufficient
To Establish a Standard?" (T. Christie); (8) "A Framework for
Literacy Assessment" (P. Smith); (9) "Reading Standards at Key Stage
1 in Schools in England and Wales: Aspiration and Evidence" (P.
Pumfrey); (10) "Teachers as Participants in the National Reading
Examinations" (E. Meiselles); (11) "A Comparison of Teacher
Strategies, Aims and Activities in Two Countries Participating in the
IEA Reading-Literacy Study" (V. Froese); and (12) "The IEA Study of
Reading Literacy" (P. Allerup). (RS)
Descriptors: *Beginning Reading; Curriculum Development; Elementary
Education; *English Curriculum; *Evaluation Methods; Foreign
Countries; Global Approach; Reading Achievement; Reading Instruction;
Reading Motivation; Reading Research; *Student Evaluation
Identifiers: Educational Issues; *Emergent Literacy; International
Assn Evaluation Educ Achievement; *International Trends
ED385057 EC304090
A Perspective on Education and Assessment in Other Nations: Where
Are Students with Disabilities? Synthesis Report 19.
Elliott, Judy L.; And Others
Apr 1995
58p.
Available From: NCEO, 350 Elliott Hall, 75 East River Rd.,
University of Minnesota, Minneapolis, MN 55455 ($15).
Document Type: EVALUATIVE REPORT (142)
This report reviews five major international comparative studies on
educational practices, assessment systems, and educational outcomes
for students with disabilities. The five studies reviewed are: (1)
the Reading Literacy Survey conducted by the International
Association for the Evaluation of Educational Achievement (IEA); (2)
the International Assessment of Educational Progress of the
Educational Testing Service; (3) the Third International Mathematics
and Science Study; (4) the International Education Indicators Project
of the Organization for Economic Co-Operation and Development; and
(5) the Computers in Education Study to be conducted by the IEA. The
report notes differences in sampling procedures and the extent to
which students with disabilities participate in the assessments. The
report also reviews the educational and assessment systems of 14
countries, focusing on the participation of students with
disabilities. Educational assessment systems in the following
countries are described: Argentina, Australia, Canada, Chile, China,
England and Wales, France, Japan, Korea, the Netherlands, Nigeria,
Sweden, Tunisia, and the United States. Each country description
includes information on the general education system, including age
of entry and duration of schooling, educational policies and
procedures for students with disabilities, how decisions are made
about placements, assessment practices, and the reporting of
assessment results. (Contains 86 references.) (DB)
Descriptors: *Academic Achievement; *Comparative Education;
Decision Making; *Disabilities; *Educational Assessment; Educational
Practices; Elementary Secondary Education; Foreign Countries;
International Studies; *Outcomes of Education; Sampling; Special
Education; *Student Evaluation; Student Participation; Student
Placement
Identifiers: Computers in Education (IEA); International Assessment
of Educational Progress; International Educational Indicators;
*International Surveys; Reading Literacy Survey; Third International
Mathematics and Science Study
ED383761 TM023297
International Comparative Studies in Education: Descriptions of
Selected Large-Scale Assessments and Case Studies.
1995
129p.
Document Type: COLLECTION (020); PROJECT DESCRIPTION (141)
Since its inception in 1988, the Board on International Comparative
Studies in Education (BICSE) has monitored U.S. participation in
those cross national comparative studies in education that are funded
by its sponsors, the National Science Foundation and the National
Center for Education Statistics. This set of international study
descriptions represents a status report on 17 projects presented to
BICSE at various times in 1994. Reports were prepared by the
projects themselves and are presented without evaluation or editing.
The following are described: (1) "Case Studies of U.S. Innovations
in Mathematics, Science, and Technology in an International Context"
(National Center for Improving Science Education and other agencies);
(2) "Civics Education Study" (International Association for the
Evaluation of Educational Achievement); (3) "Comparative Study of
Teacher Training and Professional Development Practices in APEC (Asia
Pacific Economic Co-operation) Members" (Asia Pacific Economic Co-
operation Ministerial); (4) "Computers in Education Study" (
International Association for the Evaluation of Educational
Achievement IEA ); (5) "Cross-national Studies of Adult
Understanding of Science" (Chicago Academy of Sciences); (6)
"Education Indicators Project (INES)" (Organization for Economic
Cooperation and Development); (7) "International Adult Literacy
Study" (Statistics Canada); (8) "International Assessment of
Educational Progress" (Educational Testing Service); (9)
"International Comparative Study of Mathematics and Science Tests"
(National Center for Improving Science Education); (10)
"International Study of Teachers' Attitudes toward Reform and Teacher
Preparation for Implementing Reform" (George Washington University
Institute for Curriculum Standards and Technology); (11) "Language
Education Study" (IEA); (12) "New Standards Project (benchmark
activities)" (Learning Research and Development Center at the
University of Pittsburgh and National Center on Education and the
Economy); (13) "Preprimary Project" (IEA); (14) "Reading Literacy
Study" (IEA); (15) "Study on Performance Standards in Education" (U.S.
Department of Education); (16) "Survey of Mathematics and Science
Opportunity" (Michigan State University); and (17) "Third
International Mathematics and Science Study (TIMSS) (including
special U.S. TIMSS activities)" (IEA). (SLD)
Descriptors: *Academic Achievement; *Comparative Analysis; Computer
Uses in Education; Cross Cultural Studies; *Elementary Secondary
Education; Foreign Countries; *International Studies; Literacy;
Mathematics; *National Surveys; Program Descriptions; Program
Evaluation; Reading; Sciences; *Teacher Education
Identifiers: *Educational Indicators; International Assn Evaluation
Educ Achievement
ED378570 CS011992
Methodological Issues in Comparative Educational Studies: The Case
of the IEA Reading Literacy Study.
Binkley, Marilyn, Ed.; And Others
Jan 1995
293p.
Document Type: COLLECTION (020)
This report discusses various methodological issues confronted in
the Reading Literacy Study conducted under the auspices of the
International Association for the Evaluation of Educational
Achievement (IEA) and issues relating to analysis of the data. The
study analyzed in the report involved fourth- and ninth-grade
students (9-year-olds and 14-year-olds) in 32 countries. Chapters in
the report are: (1) "Issues in Sampling for International Comparative
Studies in Education: The Case of the IEA Reading Literacy Study"
(Keith Rust); (2) "Estimation, Sampling Errors, and Design Effects"
(Edward Bryant); (3) "Handling Item Nonresponse in the U.S.
Component of the IEA Reading Literacy Study" (Marianne Winglee and
others); (4) "Assessing the Dimensionality of the IEA Reading
Literacy Data" (Nadir Atash); (5) "Exploring the Possibilities of
Constructed-Response Items" (Barbara Kapinus and Nadir Atash); (6)
"Interpreting the IEA Reading Literacy Scales" (Irwin S. Kirsch and
Peter B. Mosenthal); (7) Creating a Measure of Reading Instruction"
(Marilyn R. Binkley and others); (8) "Hierarchical Models: The Case
of School Effects on Literacy" (Steve W. Raudenbush); and (9)
"Synthesizing Cross-National Classroom Effects Data: Alternative
Models and Methods" (Steven W. Raudenbush and others). Contains 30
references. An appendix presents empirical Bayes and Bayes
estimation theory for two-level models with normal errors. (RS)
Descriptors: *Comparative Analysis; *Cross Cultural Studies; *Data
Interpretation; Global Approach; Grade 4; Grade 9; Intermediate
Grades; Junior High Schools; Methods Research; *Reading Achievement;
*Reading Research; Research Design; *Research Methodology
Identifiers: *Cross National Studies; International Assn Evaluation
Educ Achievement
ED404111 SE054192
The Effect of the Science Learning Environment on Science
Achievement and Equity.
Young, Deidra J.
Jan 1994
32p.; Paper presented at the Meeting of the International Congress
for School Effectiveness and Improvement (Melbourne, Victoria,
Australia, January 3-6, 1994).
Document Type: CONFERENCE PAPER (150); EVALUATIVE REPORT (142);
TEST, QUESTIONNAIRE (160)
In 1983/84, the International Association for the Evaluation of
Educational Achievement (IEA) conducted their second international
science study to investigate two factors related to student
achievement in science: (1) the relationship between students'
reported perceptions of the science learning environment and their
science achievement; and (2) the effect of various science learning
environment scales on gender and socioeconomic differences in science
achievement. Participants included 10-year-old, 14-year-old (focus
in this report), and grade 12 students from 12 of the 24
countries/educational systems in the original study. Although the
countries appeared incomparable in terms of their educational
systems, results revealed that one commonality that exists between
all countries examined is an increased practical work component in
science lessons associated with improved science achievement by
students. Furthermore, the variability found in science achievement
outcomes from school to school supports the assertion that the
student's learning environment has an effect on achievement outcomes.
The test instrument for 14-year-old students is appended. (ZWH)
Descriptors: *Academic Achievement; Classroom Research; Cross
Cultural Studies; *Educational Environment; Elementary Secondary
Education; *Equal Education; Foreign Countries; Mathematics Education;
*School Location; *Science Education; Sex Differences; *Socioeconomic
Status
ED391574 PS023576
Families Speak: Early Childhood Care and Education in 11 Countries.
The IEA Preprimary Project, Phase 1.
Olmsted, Patricia P., Ed.; Weikart, David P., Ed.
1994
397p.
ISBN: 0-929816-89-7
Available From: High/Scope Press, High/Scope Educational Research
Foundation, 600 North River Street, Ypsilanti, MI 48198-2898.
Document Type: RESEARCH REPORT (143); STATISTICAL MATERIAL (110);
BOOK (010)
This report presents Phase 1 of the International Association for
the Evaluation of Educational Achievement (IEA) 3-phase Preprimary
Project being conducted in 11 to 15 countries. The project spans the
years 1987 through 1997. The Preprimary Project has been designed to
be conducted in three interrelated phases: Phase 1, a household
survey in each participating nation to determine the types of early
care and education services used by families, some characteristics of
these families, and daily-life patterns of 4-year-olds; Phase 2, an
in-depth study of sample settings identified in Phase 1 to determine
quality of care and education in various settings, to examine
interactive and structural features of these settings, and to explore
program and family factors on developmental status in 4-year-olds;
Phase 3, follow-up studies of development and progress in Phase 1
children at age 7. Initially, Phase 1 documented what 11 nations'
official government policies have been historically toward early
childhood services. They are: Belgium, The People's Republic of
China, Finland, Germany, Hong Kong, Italy, Nigeria, Portugal, Spain,
Thailand, and the United States. Notably, over 60% of all children
surveyed spend at least some time in extraparental care or education
settings. Ten major findings resulted from the Phase 1 inquiries:
(1) the trend from parent care to out-of-home care or education for
preschoolers is linked to the movement of women into the paid
workforce; (2) the trend toward extraparental care or education is
not likely to be reversed; (3) most of the children receiving
extraparental care or education do so in only one such setting; (4)
these children spend from 17 to 55 hours per week in extraparental
settings; (5) parents electing to keep their children at home did so
for parent-related reasons; (6) most out-of-home care or education
services are sponsored by government or religious groups; (7) few
such settings or services offered comprehensive service; (8) without
exception and irrespective of stage of economic development, in each
country it was the mothers who took primary responsibility for
preschooler's care and supervision; (9) nonfamilial caregivers spend
a widely varying amount of time daily with these children and, in
some of the countries, preschoolers are left alone for extended
periods; (10) the majority of children spend most of the time at home
or in an organized care center. Commentary papers contain references.
(ET)
Descriptors: *Cross Cultural Studies; *Day Care; Early Childhood
Education; *Early Experience; Employed Parents; Family Environment;
Foreign Countries; Intercultural Communication; Mothers; Parent
Attitudes; *Preschool Children
Identifiers: Belgium; China; Finland; Germany; Hong Kong; *IEA
Preprimary Project; International Assn Evaluation Educ Achievement;
Italy; Nigeria; Out of Home Care; Portugal; Spain; Thailand; United
States
ED376559 EA026247
School Size Effects on Achievement in Secondary Education: Evidence
from the Netherlands, Sweden and the USA.
Luyten, Hans
Apr 1994
35p.; Paper presented at the Annual Meeting of the American
Educational Research Association (New Orleans, LA, April 4-8, 1994).
Document Type: CONFERENCE PAPER (150); RESEARCH REPORT (143)
This paper reports the results of an investigation into the
relationship between school size and achievement. The study examined
the impact of school size on mathematics achievement in Dutch,
Swedish, and American secondary education and on science achievement
in the Netherlands. The following research questions were explored:
(1) Is school size related to achievement independently of student
background characteristics, such as sex, achievement motivation,
socioeconomic status, and cognitive aptitude? (2) Is the effect of
school size related to any of the aforementioned background
characteristics? (3) Does the effect of school size on achievement
differ among the educational systems of the Netherlands, Sweden, and
the United States? and (4) Is the effect of school size the same for
different measures of student achievement (mathematics versus
science)? Datasets from two international studies sponsored by the
International Association for the Evaluation of Educational
Achievement were analyzed--the Second International Mathematics Study
(SIMS) and the Second International Science Study (SISS). The
findings found little empirical evidence for the existence of school-
size effects on achievement in any of the three countries, possibly
because school size and curriculum comprehensiveness are not strongly
related in these countries. Some useful additional information
regarding the robustness of the detected relationships between the
five covariates and student achievement is presented. Five tables
are included. Contains 39 references. (LMI)
Descriptors: *Academic Achievement; Effective Schools Research;
Foreign Countries; Institutional Characteristics; *Mathematics
Achievement; School Demography; *School Effectiveness; *School Size;
Science Tests; Secondary Education
Identifiers: *Netherlands; Science Achievement; *Sweden; *United
States
ED376174 TM022137
Gender and Computer Use: Another Area of Inequity?
Reinen, Ingeborg Janssen; Plomp, Tjeerd
Apr 1994
13p.; Paper presented at the Annual Meeting of the American
Educational Research Association (New Orleans, LA, April 4-8, 1994).
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
Data from the Computers in Education project (Comped) are used to
study the state of the art with respect to gender and computer use in
a number of countries. The Comped project of the International
Association for the Evaluation of Educational Achievement (IEA),
which was conducted in about 20 countries in 1989, involved over
70,000 students in 10 countries in 1992. A Functional Information
Technology Test was given to students in the Comped study. Results
indicate that the gender equity concerns of many educators, who fear
computer use causes or preserves differences between male and female
students, are well founded. Females know less about information
technology, enjoy using computers less, and perceive more software
problems than males. Sex of students is a factor with substantial
influence on student achievement internationally. Possible causes
for the differences and what might be done about them are outlined.
One table and five figures illustrate the analyses. (Contains 10
references.) (SLD)
Descriptors: Academic Achievement; Access to Education; *Computer
Uses in Education; *Educational Technology; Elementary School
Students; Elementary Secondary Education; *Equal Education; *Females;
Foreign Countries; International Studies; *Males; Secondary School
Students; *Sex Differences; Technological Advancement
Identifiers: *Computer Equity; Computers in Education (IEA)
ED374968 SE054920
The Enduring Effects of Productivity Factors on Eighth Grade
Students' Mathematics Outcome.
Ibe, Richard E.
Apr 1994
36p.; Paper presented at the Annual Meeting of the American
Educational Research Association (New Orleans, LA, April 4-8, 1994).
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
Using Walberg's educational productivity model, this study
estimated the influences of home environment, motivation, ability,
classroom environment, quality of instruction, and instructional time
on mathematics outcomes using longitudinal data from the Second
International Mathematics Study (SIMS). SIMS was a comprehensive
survey of the teaching and learning of mathematics in 20 countries
conducted by the International Association for the Evaluation of
Educational Achievement. The data incorporated measures collected at
the beginning and the end of the academic school year. The U.S.
sample comprised 7,935 eighth-grade 13-year-old mathematics students
in 299 classrooms. Results indicate that attitude toward mathematics
can be reliably assessed as mathematics outcome and that
instructional time is a significant direct influence upon both
mathematics achievement and attitude. Contains 18 references. (MKR)
Descriptors: *Classroom Environment; Educational Quality; *Family
Environment; Grade 8; Junior High Schools; *Junior High School
Students; Longitudinal Studies; *Mathematics Achievement; Mathematics
Instruction; Models; *Motivation; *Student Attitudes
ED374774 IR016814
What Do Students Know about Computers and Where Did They Learn It?
Results from an International Comparative Survey.
Brummelhuis, Alfons ten
Apr 1994
15p.; Paper presented at the Annual Meeting of the American
Educational Research Association (New Orleans, LA, April 4-8, 1994).
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
The purpose of this study was to determine if there are cross-
national factors that account for students' computer know-how. The
data used in the study were collected in the International
Association for the Evaluation of Educational Achievement study on
computers in education. In 1992, data were collected in seven
different countries about the use of computers in elementary and
secondary schools. A questionnaire was used to determine attitude
scales, computer use at home, and scores on the Functional
Information Technology Test (FITT) by students. Teachers were asked
to indicate whether the subject matter covered in each item of the
FITT was taught before the testing. The FITT consisted of 30
multiple choice items designed to measure the general practical
knowledge and skills students will need to use information technology.
Results showed that, in all countries, the average level of
achievement differs across schools. Conclusions drawn from the
analyses are that schools, student attitudes towards information
technology, gender, and home background are meaningful factors in
understanding differences in student achievement on functional
information technology. (JLB)
Descriptors: Computer Assisted Instruction; *Computer Attitudes;
*Computer Literacy; Educational Technology; Elementary Secondary
Education; Foreign Countries; Futures (of Society); Information
Technology; Questionnaires; *Student Attitudes
Identifiers: International Surveys; Netherlands (Enschede)
ED372376 CS011796
Reading Literacy in the United States: Technical Report of the U.S.
Component of the IEA Reading Literacy Study.
Binkley, Marilyn, Ed.; Rust, Keith, Ed.
Aug 1994
681p.; The study utilized contractual support from Westat, Data
Recognition Inc., and the Council of Chief State School Officers
(CCSSO).
Available From: Superintendent of Documents, U.S. Government
Printing Office, Mail Stop: SSOP, Washington, DC 20402-9328.
Document Type: STATISTICAL MATERIAL (110); TEST, QUESTIONNAIRE
(160)
This technical report covers almost every aspect of the United
States component of the International Association for the Evaluation
of Educational Achievement's (IEA) International Reading Literacy
Study, from the inception of the project to the production of the
reports. The report notes that since much has already been learned
from studies such as the National Assessment of Educational Progress
about the reading achievement of fourth and ninth graders, a primary
objective in analyzing the data was to go beyond traditional
approaches to the analysis and reporting of results. The first part
describes all aspects of the process by which data on students,
teachers, and schools were collected. The second part describes
various aspects of the properties of the reading achievement
instruments used, and an initial overview of the reading literacy
skills of a few major subgroups. The report culminates in the third
part, which describes the methods used to analyze the data and the
findings of these analyses. Contains 146 tables and 67 figures of
data. Reading literacy tests and student, teacher, and school
questionnaires are attached. (RS)
Descriptors: Data Analysis; Grade 4; Grade 9; Intermediate Grades;
Junior High Schools; Literacy; *Reading Ability; *Reading Achievement;
Reading Research; Research Methodology
Identifiers: *International Evaluation Education Achievement;
*United States
EJ472580 EA528660
Assessment of Student Achievement: National and International
Perspectives.
Levine, Daniel U.; Ornstein, Allan C.
NASSP Bulletin, v77 n556 p46-59 Nov 1993
ISSN: 0192-6365
Available From: UMI
Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080)
International studies may be underestimating U.S. math and science
performance in relation to other countries. Such studies may be
comparing U.S. students with more elite groups of students elsewhere.
Lower performance may result from cultural differences and lower U.S.
education expenditures. Substantive improvement depends on increased
planning time and staff development, reduced class sizes, and school
reorganization. (20 references) (MLH)
Descriptors: *Academic Achievement; *Comparative Education;
Educational Trends; *International Cooperation; Secondary Education;
*Student Evaluation; *Test Results
Identifiers: *International Assessment of Educational Progress;
*International Assn Evaluation Educ Achievement
EJ466300 TM517339
Computers in Education: Some International Comparative Research
Perspectives.
Pelgrum, Willem J., Ed.; Plomp, Tjeerd, Ed.
Studies in Educational Evaluation, v19 n2 p97-232 1993
Theme issue.
ISSN: 0191-491X
Available From: UMI
Document Type: SERIAL (022); EVALUATIVE REPORT (142); JOURNAL
ARTICLE (080)
Six articles analyze 1989 data from the Computers in Education
Study of the International Association for the Evaluation of
Educational Achievement (IEA), a cross-national elementary and
secondary education assessment. A seventh paper describes the
rationale and procedures for construction of tests used in the
study's second stage in 1992. (SLD)
Descriptors: Administrator Role; *Comparative Analysis; Computer
Literacy; *Computer Uses in Education; Cross Cultural Studies;
*Educational Assessment; Educational Research; Elementary Secondary
Education; Foreign Countries; Instructional Leadership;
*International Studies; Principals; *Staff Development; Teacher
Attitudes; *Test Construction
Identifiers: *Computers in Education (IEA)
ED372734 IR016671
Schools, Teachers, Students and Computers: A Cross-National
Perspective. IEA-Comped Study Stage 2.
Pelgrum, W. J., Ed.; And Others
1993
238p.; For a related paper, see ED 337 157.
ISBN: 92-9121-008-3
Available From: University of Twente, Center for Applied
Educational Research, P.O. Box 217, 7500 AE Enschede, The
Netherlands.
Document Type: BOOK (010); RESEARCH REPORT (143); TEST,
QUESTIONNAIRE (160)
The Computers in Education (Comped) study was designed as a two-
stage survey. The first stage (1987-1990) was aimed at gathering
information from a representative sample of schools at elementary,
lower secondary and upper secondary level with regard to the state of
computer use in education. The survey's focus was on the extent and
availability of computers in schools, how computers are used, nature
of instruction about computers, and the estimates of the effects that
computers are having on students, curriculum, and the school as an
institution. This publication describes Stage 2. The first part of
Stage 2 was a repetition of the survey of Stage 1, with data
collection centering on a school questionnaire. This enabled a
longitudinal study of trends. Part 2 of Stage 2 studied the
relationship between policy, practice, and outcomes with respect to
computers in education relating variables referring to school,
teacher, and classroom practice to student variables such as
functional computer literacy, specific knowledge about and
experiences with computers, performance in handling computers as well
as attitudes towards computers and their uses. Ten countries
(Austria, Bulgaria, Germany, Greece, India, Japan, Latvia, the
Netherlands, Slovenia, and the United States) participated. Because
thorough analyses have not yet been done, the presentation is mostly
descriptive. The data collected are presented in 31 tables and 38
figures. Twelve appendixes, with an additional 30 tables, contain
detailed information on participating countries, sampling, computer
uses, and responses to specific questionnaire items. (Contains 56
references.) (SLD)
Descriptors: Comparative Analysis; *Comparative Education;
*Computer Literacy; *Computer Uses in Education; *Cross Cultural
Studies; Data Collection; Educational Policy; *Educational Practices;
Educational Technology; Elementary Secondary Education; Foreign
Countries; Longitudinal Studies; Outcomes of Education;
Questionnaires; Sampling; Sex Differences; Student Attitudes; Student
Characteristics; Tables (Data); Teacher Characteristics
Identifiers: Austria; Bulgaria; Computers in Education (IEA);
Germany; Greece; India; International Assn Evaluation Educ
Achievement; Japan; Latvia; Netherlands; Slovenia; United States
ED358125 TM019904
Improving Data Quality in IEA Studies: Looking Backward and
Thinking Forward.
Medrich, Elliott A.
Apr 1993
8p.; Paper presented at the Annual Meeting of the National Council
on Measurement in Education (Atlanta, GA, April 13-15, 1993).
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
Since studies conducted by the International Association for the
Evaluation of Educational Achievement (IEA) have had a dramatic
impact on the way in which officials in the United States and the
American public think about the performance of our students, it is
essential that IEA surveys accurately measure real differences in
student performance across comparable populations in participating
countries. Although data quality in past IEA studies has sometimes
been problematic, the upcoming Third International Mathematics and
Science Study (TIMSS) affords the opportunity to develop methods of
data presentation that achieve reliable cross-national comparisons.
Two issues in particular merit consideration. The first issue is
ensuring that field outcomes in participating countries are
comparable and representative of a defined target population. A
second aspect concerns survey response rates. It will also be
necessary to determine how to deal with data when certain standards
are not achieved. One chart lists the number of participating
systems in the various IEA studies. (SLD)
Descriptors: *Academic Achievement; *Comparative Analysis; Cross
Cultural Studies; *Data Collection; Elementary Secondary Education;
Foreign Countries; Futures (of Society); International Studies;
National Surveys; Quality Control; Response Rates (Questionnaires);
*Scores; *Test Results
Identifiers: Educational Information; Evaluation Standards;
*International Assn Evaluation Educ Achievement; Target Populations;
*Third International Mathematics and Science Study
EJ493906 SO525979
What Does the United States Want to Learn from International
Comparative Studies in Education?
Griffith, Jeanne E.; Medrich, Elliott A.
Prospects, v22 n4 p476-85 1992
ISSN: 0033-1538
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Contends that, although surveys of international achievement have
been of interest to the U.S. educational community, these studies are
now receiving attention among policymakers. Asserts that significant
changes are occurring in world economy and that international
achievement comparisons are receiving coverage in the U.S. media.
(CFR)
Descriptors: *Academic Achievement; Adult Education; Curriculum
Development; Educational Objectives; *Educational Research;
Elementary Secondary Education; Foreign Countries; Higher Education;
International Education; *International Educational Exchange;
Mathematics Instruction; Research Reports; *Research Utilization;
Second Language Instruction; Teacher Education; *Theory Practice
Relationship; Use Studies
Identifiers: *International Assn Evaluation Educ Achievement;
National Center for Educational Statistics; *Third International
Mathematics and Science Study
EJ493905 SO525978
How Japan Makes Use of International Educational Survey Research.
Watanabe, Ryo
Prospects, v22 n4 p455-62 1992
ISSN: 0033-1538
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Discusses why Japan has participated in the international
cooperative studies sponsored by the International Association for
the Evaluation of Educational Achievement (IEA). Asserts that
Japanese educators want to compare not only content acquisition but
also measures of cognitive learning. (CFR)
Descriptors: Academic Achievement; Computer Uses in Education;
Curriculum Development; *Educational Research; Elementary Secondary
Education; Foreign Countries; Higher Education; International
Education; *International Educational Exchange; Research Reports;
*Research Utilization; Science Instruction; *Teaching Methods;
*Theory Practice Relationship; Thinking Skills; Use Studies
Identifiers: *International Assn Evaluation Educ Achievement;
*Japan
EJ488663 SO525612
Analyzing Educational Outcomes Using International Data.
Barrier, Emilie; Munck, Ingrid
Prospects, v22 n3 p334-40 1992
ISSN: 0033-1538
Available From: UMI
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Describes procedures needed to analyze large-scale databases.
Presents two examples of how French educational researchers have
utilized data from the International Association for the Evaluation
of Educational Achievement (IEA) studies of mathematics and reading
literacy. Includes one table and three figures illustrating these
techniques. (CFR)
Descriptors: *Academic Achievement; *Comparative Education; Cross
Cultural Studies; *Curriculum Evaluation; *Data Analysis; Databases;
Data Collection; *Educational Research; Elementary Secondary
Education; Foreign Countries; International Studies; Literacy;
Mathematics; Mathematics Instruction; Research Methodology; Sex
Differences
Identifiers: *France; *International Assn Evaluation Educ
Achievement; Sweden
EJ488661 SO525610
Data Management in Educational Survey Research.
Schleicher, Andreas; Umar, Jahja
Prospects, v22 n3 p317-25 1992
ISSN: 0033-1538
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Asserts that educational policymakers must measure student
achievement and school system performance accurately to help provide
skills demanded by society. Contends that many international surveys
either fail to provide adequate and precise answers to the intended
research questions or provide inaccurate and faulty results. (CFR)
Descriptors: *Academic Achievement; *Comparative Education; Cross
Cultural Studies; Data Interpretation; *Educational Research;
Elementary Secondary Education; Foreign Countries; Government School
Relationship; International Educational Exchange; *Research Design;
Research Methodology; *Research Problems
Identifiers: *International Assn Evaluation Educ Achievement;
Survey Research
EJ488660 SO525609
Sample Design for International Studies of Educational Achievement.
Ross, Kenneth N.
Prospects, v22 n3 p305-16 1992
ISSN: 0033-1538
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Contends that the high quality of the probability sampling used by
the International Association for the Evaluation of Educational
Achievement (IEA) is due, in large part, to procedures developed by
IEA's first statistical consultant, Gilbert Peaker. Concludes that
the Peaker process is a first-class sample design. (CFR)
Descriptors: *Academic Achievement; *Comparative Education; Cross
Cultural Studies; Data Interpretation; *Educational Research;
Elementary Secondary Education; Foreign Countries; *International
Educational Exchange; *Research Design; Research Methodology;
Research Problems
Identifiers: *International Assn Evaluation Educ Achievement;
*Peaker (Gilbert); Zimbabwe
EJ488658 SO525607
Managing International Survey Research.
Loxley, William
Prospects, v22 n3 p289-96 1992
ISSN: 0033-1538
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Discusses administrative policies related to projects of the
International Association for the Evaluation of Educational
Achievement (IEA). Describes a typical budget for an IEA project.
Includes a figure illustrating a typical project timetable. (CFR)
Descriptors: *Academic Achievement; *Comparative Education; Cross
Cultural Studies; *Educational Administration; *Educational
Innovation; *Educational Research; Educational Researchers;
Elementary Secondary Education; Financial Support; Higher Education;
International Educational Exchange; International Organizations;
Research and Development
Identifiers: *International Assn Evaluation Educ Achievement;
Survey Research
EJ488657 SO525606
Conceptualizing a Comparative Educational Research Framework.
Plomp, Tjeerd
Prospects, v22 n3 p278-88 1992
ISSN: 0033-1538
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Presents reasons why nations should participate in international
survey research. Reviews the mission and history of the
International Association for the Evaluation of Educational
Achievement (IEA). Discusses the design of a typical IEA study and
includes five graphic figures and one table illustrating results of
previous international surveys. (CFR)
Descriptors: *Academic Achievement; *Comparative Education; Cross
Cultural Studies; *Educational Innovation; *Educational Research;
Educational Researchers; Elementary Secondary Education; Higher
Education; *International Educational Exchange; International
Organizations; *Research and Development
Identifiers: *International Assn Evaluation Educ Achievement
EJ458594 TM517024
Profiles of Educational Systems of Countries Participating in
Practical Skills Testing.
Bathory, Zoltan; And Others
Studies in Educational Evaluation, v18 n3 p301-18 1992
Theme issue with title "Practical Skills Testing."
ISSN: 0191-491X
Available From: UMI
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Information is presented about the educational systems of countries
participating in the practical skills testing portions of the Second
International Association for the Evaluation of Educational
Achievement Science Study, drawing on accounts submitted by the
participant nations Hungary, Israel, Japan, Korea, Singapore, and the
United States. (SLD)
Descriptors: Elementary Secondary Education; *Foreign Countries;
Inservice Teacher Education; Laboratory Procedures; *National
Programs; *Performance Tests; *Profiles; School Statistics; Science
Curriculum; *Science Education; Science Equipment; Science Facilities;
Science Tests; Skills; Student Evaluation; Teaching Methods
Identifiers: Hungary; Israel; Japan; Korea; Performance Based
Evaluation; *Practical Skills Testing; Science Achievement; Second
International Science Study; Singapore; United States
EJ458592 TM517022
Procedures Used in Practical Skills Testing in Science.
Tamir, Pinchas; And Others
Studies in Educational Evaluation, v18 n3 p277-90 1992
Theme issue with title "Practical Skills Testing."
ISSN: 0191-491X
Available From: UMI
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142)
The development and administration of practical skills tests in
science as part of the Second Science Study of the International
Association for the Evaluation of Educational Achievement are
described. Scoring and sampling for Hungary, Israel, Japan, Korea,
Singapore, and the United States are reviewed. (SLD)
Descriptors: Cross Cultural Studies; Educational Assessment;
Elementary Secondary Education; Foreign Countries; International
Studies; Laboratory Procedures; *Performance Tests; *Research
Methodology; Sampling; Science Education; *Science Tests; Scoring;
Skills; Student Evaluation; Test Construction; *Test Use
Identifiers: Hungary; Israel; Japan; Korea; Performance Based
Evaluation; *Practical Skills Testing; Science Achievement; *Second
International Science Study; Singapore; United States
EJ458591 TM517021
Practical Skills Testing in Science.
Tamir, Pinchas; And Others
Studies in Educational Evaluation, v18 n3 p263-75 1992
Theme issue with title "Practical Skills Testing."
ISSN: 0191-491X
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
In the mid-1980s, data were collected on international science
achievement as part of the Second International Association for the
Evaluation of Educational Achievement Science Study. The seven
articles of this collection report on various facets of the practical
skills testing of this study in which six countries participated.
(SLD)
Descriptors: Cross Cultural Studies; Educational Assessment;
Elementary Secondary Education; Foreign Countries; *International
Studies; Laboratory Procedures; *Performance Tests; *Research
Methodology; Research Reports; Science Instruction; *Science Tests;
*Skills; Student Evaluation
Identifiers: Performance Based Evaluation; *Practical Skills
Testing; Science Achievement; *Second International Science Study
EJ445324 TM516481
The Second International Science Study.
Wolf, Richard M., Ed.
International Journal of Educational Research, v17 n3-4 p227-397
1992
ISSN: 0883-0355
Available From: UMI
Document Type: JOURNAL ARTICLE (080); SERIAL (022); PROJECT
DESCRIPTION (141)
Twelve articles present excerpts from several national reports of
countries participating on the Second International Science Study
(SISS) of the International Association for the Evaluation of
Educational Achievement. The SISS examined science achievement and
its correlates in participating countries and studied trends from
1970 through the 1980s. (SLD)
Descriptors: *Academic Achievement; Affective Behavior; Educational
Objectives; Elementary Secondary Education; *Foreign Countries;
*International Studies; National Surveys; *Outcomes of Education;
Predictor Variables; Questionnaires; Science Curriculum; *Science
Education; Science Instruction; Science Tests
Identifiers: Australia; Canada; China; Finland; Great Britain;
Hungary; Israel; Netherlands; *Science Achievement; *Second
International Science Study; Thailand; United States
ED365515 SE053824
Learning Science in a Changing World. Cross-National Studies of
Science Achievement: 1970 to 1984.
Keeves, J. P.
1992
70p.
ISBN: 92-9121-001-3
Available From: IEA International Headquarters, c/o S.V.O., 14
Sweelinckplein, NL-2517 The Hague, The Netherlands.
Document Type: BOOK (010); RESEARCH REPORT (143)
The world of education can be considered a natural laboratory in
which different countries are experimenting with different strategies.
This report presents the findings of the First and Second
International Association for the Evaluation of Educational
Achievement (IEA) Science Studies. The book contains the following
chapters: (1) Issues in Science Education; (2) Introducing Science in
the Primary School; (3) Science for All in the Middle Secondary
School; (4) Graduating from High School; (5) Learning Science; (6)
The Science Curriculum; (7) Teachers of Science and Their Influence;
and (8) Planning Science Education for the Future. (PR)
Descriptors: *Academic Achievement; Concept Formation; *Cross
Cultural Studies; Elementary Secondary Education; Higher Education;
*Science Curriculum; *Science Instruction; Science Teachers; Science
Tests; Summative Evaluation; Teacher Characteristics; *Teacher
Education
Identifiers: First Science Assessment (1970); International Assn
Evaluation Educ Achievement; Science Achievement; Second
International Science Study
ED357955 SE053128
Technical Issues in the First and Second IEA Science Studies.
Keeves, J. P.
1992
17p.; Paper presented at the Annual Meeting of the American
Educational Research Association (San Francisco, CA, April 24, 1992).
Document Type: REVIEW LITERATURE (070)
The first and second International Association for the Evaluation
of Educational Achievement Science Studies examined and compared
science achievement in 19 and 26 countries, respectively. This paper
considered 10 technical issues that arose in these 2 studies of
science education and achievement. The issues discussed were the:
(1) need for the development of a theoretical framework for cross-
national studies of educational achievement; (2) need for national
indicators of the conditions and outcomes of education; (3)
difficulty of determining equivalent target populations in different
countries; (4) difficulties related to longitudinal and cross-
sectional studies; (5) methods of analysis; (6) units and levels of
analysis; (7) problems in scoring the tests and scaling the
achievement test data; (8) sample design and execution; (9) problems
involving sampling errors and significance testing; and (10)
translation and national variations in instruments. Appended
information includes a list of 15 references; tables of sizes of
achieved samples and response rates for the two studies; and
schematic models of the context and components of the science
curriculum, performance in science, and science achievement scale.
(MDH)
Descriptors: Comparative Education; *Cross Cultural Studies; Data
Analysis; Data Collection; Elementary Secondary Education; Foreign
Countries; International Education; International Programs; Models;
*Research Methodology; *Research Problems; *Science Education;
Testing Programs; Test Results
Identifiers: Educational Issues; First International Science Study;
*International Assn Evaluation Educ Achievement; International
Evaluation Education Achievement; International Studies on
Educational Achievement; *Science Achievement; *Second International
Science Study
EJ439850 IR523958
How Computers Are Used in United States Schools: Basic Data from
the 1989 I.E.A. Computers in Education Survey.
Becker, Henry Jay
Journal of Educational Computing Research, v7 n4 p385-406
1991
ISSN: 0735-6331
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Reports the results of the U.S. portion of a 1989 survey of
elementary and secondary schools conducted by the International
Association for the Evaluation of Educational Achievement (IEA) that
focused on school and teacher practices in using microcomputers.
Highlights include hardware, instructional uses, goals for computer
use, and software utilization. (three references) (LRW)
Descriptors: *Computer Assisted Instruction; Courseware;
Educational Objectives; Elementary Secondary Education; Learning
Strategies; Longitudinal Studies; *Microcomputers; National Surveys;
School Surveys; Tables (Data); Teacher Attitudes; *Use Studies
Identifiers: Computer Selection; *International Assn Evaluation
Educ Achievement
EJ439838 IR523946
Introduction of Computers in Education: State of the Art in Eight
Countries.
Plomp, Tjeerd; Pelgrum, Willem J.
Computers and Education, v17 n3 p249-58 1991
ISSN: 0360-1315
Available From: UMI
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Presents results of a survey of lower secondary schools in Belgium,
France, Greece, Japan, Luxembourg, the Netherlands, Switzerland, and
the United States that addressed the availability and use of computer
hardware and software. Problems experienced in introducing computers
into schools and the attitudes of principals toward computers are
also examined. (five references) (LRW)
Descriptors: Administrator Attitudes; *Computer Assisted
Instruction; Courseware; *Educational Trends; Foreign Countries;
International Organizations; *Longitudinal Studies; Microcomputers;
Principals; Problems; Questionnaires; School Surveys; Secondary
Education; Tables (Data); *Use Studies
Identifiers: Belgium; France; Greece; *International Assn
Evaluation Educ Achievement; Japan; Luxembourg; Netherlands;
Switzerland; United States
EJ436663 SO522649
Teaching Mathematics without a Coherent Point of View: Findings
from the IEA Second International Mathematics Study.
Sosniak, Lauren A.; And Others
Journal of Curriculum Studies, v23 n2 p119-31 Mar-Apr
1991
ISSN: 0022-0272
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Target Audience: Researchers
Discusses the results of a study of the teaching and learning of
mathematics in 21 countries, conducted by the International
Association for the Evaluation of Educational Achievement. Reports
that a clear distinction between support for broad educational
objectives and for the learning of narrow skills did not exist among
teachers. (SG)
Descriptors: Cross Cultural Studies; *Curriculum Development;
*Curriculum Research; Educational Objectives; Elementary Education;
*Grade 8; *Mathematics Instruction; Skill Development; *Teacher
Attitudes
Identifiers: *International Assn Evaluation Educ Achievement
EJ434258 CS742537
Covariance Structure Modeling: A Reanalysis of the International
Association for the Evaluation of Educational Achievement's Reading
Data.
Clark, Sanza
Journal of Clinical Reading: Research and Programs, v3 n3 p5-11 199
1991
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Examines statistical models utilized in earlier studies and
attempts to reanalyze the International Association for the
Evaluation of Educational Achievement (IEA) reading achievement data
for England using a covariance structure model. Shows that, with an
appropriate model, school variables do significantly account for
reading achievement scores, but their relative influence was greater
than that of the home. (MG)
Descriptors: Analysis of Covariance; Data Analysis; Educational
Research; Family Influence; Foreign Countries; *Reading Achievement;
*Statistical Analysis
Identifiers: Great Britain; *International Assn Evaluation Educ
Achievement; *School Influence
ED336722 CS010700
IEA Reading Literacy Study--Policy Issues: National and
International Perspectives.
Williams, Trevor
Apr 1991
25p.; Paper presented at the Annual Meeting of the American
Educational Research Association (72nd, Chicago, IL, April 3-7,
1991).
Document Type: CONFERENCE PAPER (150)
Mainly describing research methodology, this paper outlines an
analysis and reporting strategy for the United States national
analyses of reading literacy. The first section of the paper is a
brief description of the IEA Reading Literacy study and the issues it
seeks to answer, along with an outline of three constraints which
condition the development of an analysis and reporting strategy. The
second section raises issues about the specification of the audience
for the findings of the study, and about the nature of the reporting
most suitable for this audience. The third section outlines the kind
of theoretical/substantive decisions that must be made before
analyses can begin, decisions about constructs and models, and
presents the IEA Reading Literacy model. The fourth section provides
a discussion concerning the presentation of descriptive statistics
from the study, and proposes a methodology for reporting multivariate
statistics in a form acceptable to a general audience. The fifth
section outlines a reporting strategy designed to make the findings
of the study accessible to a general audience. The last section
provides an outline of the structure and substance of the first
United States national report. (RS)
Descriptors: Educational Research; Elementary Secondary Education;
Higher Education; *Literacy; *National Surveys; *Reading Achievement;
*Research Design; *Research Methodology; Student Evaluation
Identifiers: *International Assn Evaluation Educ Achievement;
*United States
EJ450651 SE549968
Mathematics Achievement of Boys and Girls: An International
Perspective.
Hanna, Gila
Ontario Mathematics Gazette, v28 n3 p28-32 Apr 1990
Journal availability: O.A.M.E., 1 Southdale Dr., Markham, ON L3P
1J6, Canada.
ISSN: 0030-3011
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Target Audience: Teachers; Practitioners
A study analyzed data from the International Association for the
Evaluation of Educational Achievement survey of 13 year olds from 20
countries to examine gender differences in mathematics achievement.
Multivariate analysis indicated differences varied from country to
country and a significant difference in favor of boys in geometry
achievement. (MDH)
Descriptors: Algebra; Arithmetic; Females; *Foreign Countries;
Geometry; *Mathematics Achievement; Mathematics Education;
Measurement; Multivariate Analysis; Secondary Education; *Secondary
School Mathematics; *Sex Differences; Statistics; Surveys
Identifiers: International Assn Evaluation Educ Achievement;
*Mathematics Education Research
EJ417313 SE546896
Achievement Comparisons between the First and Second IEA Studies of
Mathematics.
Robitaille, David F.
Educational Studies in Mathematics, v21 n5 p395-414 Oct
1990
Available From: UMI
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Target Audience: Researchers
Presented is a comparison of two major surveys of the teaching and
learning of mathematics conducted by the International Association
for the Evaluation of Educational Achievement. Surveys indicate that
performance levels have declined in computational skills and
increased in algebra. (Author/CW)
Descriptors: *Algebra; Arithmetic; Calculus; *Comparative Education;
*Computation; *Foreign Countries; Mathematics Achievement;
Mathematics Education; Secondary Education; *Secondary School
Mathematics; *Surveys
Identifiers: *International Assn Evaluation Educ Achievement
ED321757 IR014525
IEA: Its Role and Plans for International Comparative Research in
Education.
Plomp, Tjeerd
Apr 1990
19p.; Paper presented at the Annual Meeting of the American
Educational Research Association (Boston, MA, April 16-20, 1990).
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
The International Association for the Evaluation of Educational
Achievement (IEA), an independent cooperative of research centers
from about 45 countries, performs the type of research that provides
data which can be used by policymakers as a basis for decision making
about educational improvements. This paper describes: (1) IEA's
mission and history; (2) the design and structure of a typical IEA
achievement study, using the Second International Mathematics Study
as an illustration (including discussions of the conceptual framework
on which the study is built, the process by which populations and
samples are selected, and the development of achievement tests); (3)
some exemplary results of IEA studies which compare total test scores
internationally, illustrate the relationship between achievement and
other variables, and analyze a national educational system; and (4)
IEA's organization, relationship to other national and international
organizations, and future plans. Four recent IEA studies are cited
and references are provided for forthcoming publications. (24
references) (GL)
Descriptors: *Academic Achievement; Comparative Analysis;
*Comparative Education; *Curriculum Evaluation; *Educational
Improvement; Educational Research; Foreign Countries; *International
Organizations; International Studies; *Policy Formation
Identifiers: *International Assn Evaluation Educ Achievement
ED318543 PS018714
The International Perspective on Preprimary Education.
Olmsted, Patricia P.; And Others
Apr 1990
13p.; Paper presented at the Annual Meeting of the American
Educational Research Association (Boston, MA, April 16-20, 1990).
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
Among nations throughout the world there is a need to share
information about early childhood services. This information would
allow a given country to examine its early childhood services in
light of the systems developed by other nations. At present,
comprehensive and detailed information about early childhood services
in most countries around the world is not readily available in the
United States. As a major step in collecting the general information
needed, a cross-national study of early childhood education and care
services, the International Association for the Evaluation of
Educational Achievement (IEA) Preprimary Project, is now being
conducted. The High/Scope Educational Research Foundation serves as
the international coordinating center for the Preprimary Project. In
this report, a brief overview of the IEA Preprimary Project is
followed by examples of data from official records and from families.
Implications of the information for public policy and educational
practices are discussed. Preliminary findings from family survey
data from the People's Republic of China and Portugal are discussed.
It is concluded that as the United States plans for future early
childhood programs, information from other countries should be used
to allow a wider examination of the major issues and potential
solutions to problems. Such use may result in the most
comprehensively based system of services possible for preprimary
children. (RH)
Descriptors: *Cross Cultural Studies; Educational Practices;
*Family Characteristics; Foreign Countries; Global Approach;
*Intercultural Communication; *Preschool Education; *Public Policy;
Research Needs
Identifiers: China; High Scope Educational Research Foundation MI;
*IEA Preprimary Project; Portugal; *Program Characteristics
EJ370239 EA522165
The NAEP and International Comparisons.
Wolf, Richard M.
Phi Delta Kappan, v69 n8 p580-82 Apr 1988
Available From: UMI
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Two assessment agencies, the National Assessment of Educational
Progress (NAEP) in the U.S. and the International Association for the
Evaluation of Educational Achievement (IEA), provide the most
promising framework for comparing U.S. education with education in
other nations. These agencies can cooperate to resolve technical
issues and make data interpretation and international comparisons
more meaningful. (MLH)
Descriptors: *Achievement Tests; Comparative Analysis; *Educational
Cooperation; Elementary Secondary Education; Foreign Countries;
*International Organizations; Measurement; Professional Associations;
Scores; *Test Construction; *Test Interpretation
Identifiers: *International Assn Evaluation Educ Achievement;
*National Assessment of Educational Progress
EJ485417 RC510030
The IEA Revisited.
Harnqvist, Kjell
Comparative Education Review, v31 n1 p129-36 Feb 1987
Special issue on the second IEA (International Association for the
Evaluation of Educational Achievement) study.
ISSN: 0010-4086
Available From: UMI
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
Reviews noteworthy preliminary results from four current IEA
research projects on science and mathematics education and
achievement, classroom environment, and written composition.
Summarizes the achievements of the IEA with regard to research
instruments, research findings, policy impact, and the infrastructure
of educational research. (SV)
Descriptors: *Academic Achievement; *Comparative Education; Cross
Cultural Studies; *Educational Research; Elementary Secondary
Education; International Cooperation; *Research Administration;
Research Projects; Research Utilization
Identifiers: *International Assn Evaluation Educ Achievement
EJ485416 RC510029
The Second International Science Study.
Rosier, Malcolm J.
Comparative Education Review, v31 n1 p106-28 Feb 1987
Special issue on the second IEA (International Association for the
Evaluation of Educational Achievement) study.
ISSN: 0010-4086
Available From: UMI
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Introduces the IEA's ongoing Second International Science Study,
undertaken in 25 countries with students in approximately grades 5,
9, and 12. Discusses research goals; design; emphases on context of
science education, curriculum comparisons, teaching practices, and
outcomes (science achievement and student attitudes); target
populations; sampling; instruments; and preliminary item results.
Includes classification system for science curricula. (SV)
Descriptors: *Comparative Education; *Cross Cultural Studies;
Curriculum Research; Elementary Secondary Education; *Research Design;
*Science Education
Identifiers: International Assn Evaluation Educ Achievement;
*Science Achievement; *Second International Science Study
EJ485414 RC510027
The Classroom Environment Study: Teaching for Learning.
Anderson, Lorin W.
Comparative Education Review, v31 n1 p69-87 Feb 1987
Special issue on the second IEA (International Association for the
Evaluation of Educational Achievement) study.
ISSN: 0010-4086
Available From: UMI
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
The IEA's Classroom Environment Study, implemented in grades 5-9 in
9 countries, examined effects on student outcomes of home, community,
school, teacher, and student characteristics and classroom practices.
Across countries, course content varied widely, but teachers relied
on relatively few classroom behaviors. Student learning was affected
by student attitudes and prior learning; classroom practices had
little effect. (SV)
Descriptors: *Academic Achievement; *Classroom Environment;
*Comparative Education; Context Effect; *Cross Cultural Studies;
Intermediate Grades; Junior High Schools; *Student Attitudes;
*Teacher Behavior; Teaching Methods
Identifiers: *IEA Classroom Environment Study; International Assn
Evaluation Educ Achievement
EJ485413 RC510026
The Second IEA Mathematics Study.
Garden, R. A.
Comparative Education Review, v31 n1 p47-68 Feb 1987
Special issue on the second IEA (International Association for the
Evaluation of Educational Achievement) study.
ISSN: 0010-4086
Available From: UMI
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
The Second International Mathematics Study tested mathematics
knowledge and skills among 13-year-olds and final-year secondary
students in 17 countries. Discusses population definitions; research
administration; research design in relation to mathematics curricula;
context variables (ethnic composition, language of instruction,
tracking, rurality, school size, instructional time); and changes in
national achievement levels since the first international study.
(SV)
Descriptors: *Comparative Education; Context Effect; *Cross
Cultural Studies; *Grade 8; *Grade 12; *Mathematics Achievement;
Mathematics Education; Outcomes of Education; Research Design;
Secondary Education
Identifiers: International Assn Evaluation Educ Achievement;
International Surveys; *Second International Mathematics Study
EJ485412 RC510025
Policy Impact of IEA Research.
Husen, Torsten
Comparative Education Review, v31 n1 p29-46 Feb 1987
Special issue on the second IEA (International Association for the
Evaluation of Educational Achievement) study.
ISSN: 0010-4086
Available From: UMI
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
Examines implications of IEA international educational research for
educational policies in three areas: overall quality of the national
educational system, including success in achieving social and
economic objectives; structure of the formal system and its influence
on student achievement; and influence of school resources and
instructional methods on learning. Discusses criticisms of the IEA's
primarily quantitative methodology. (SV)
Descriptors: *Academic Achievement; Comparative Education; *Cross
Cultural Studies; Educational Methods; Educational Objectives;
*Educational Policy; *Educational Research; Elementary Secondary
Education; Equal Education; Research Problems; *Research Utilization
Identifiers: *International Assn Evaluation Educ Achievement;
*Policy Implications
EJ485411 RC510024
The Evolution of the IEA: A Memoir.
Purves, Alan C.
Comparative Education Review, v31 n1 p10-28 Feb 1987
Special issue on the second IEA (International Association for the
Evaluation of Educational Achievement) study.
ISSN: 0010-4086
Available From: UMI
Document Type: POSITION PAPER (120); PROJECT DESCRIPTION (141);
JOURNAL ARTICLE (080)
Chronicles the "biography" of the International Association for the
Evaluation of Educational Achievement: its emergence from a
confederacy of research colleagues in the late 1950s to an "empire"
to its present state as a collection of satrapies, each concerned
with a particular research project. Traces the development of
various international research projects in comparative education.
(SV)
Descriptors: Academic Achievement; *Comparative Education;
*Educational Research; International Cooperation; International
Organizations; *Research Administration; Research Projects
Identifiers: *International Assn Evaluation Educ Achievement;
*Organizational History
EJ485410 RC510023
Focus on the IEA. Introduction.
Postlethwaite, T. Neville
Comparative Education Review, v31 n1 p7-9 Feb 1987
Special issue on the second IEA (International Association for the
Evaluation of Educational Achievement) study.
ISSN: 0010-4086
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Briefly describes the organization and work of the International
Association for the Evaluation of Educational Achievement, including
membership; international coordination; process of developing a
research proposal; research funding; and new research projects on
preprimary cognitive development, reading literacy, and computers in
education. (SV)
Descriptors: *Comparative Education; *Coordination; *Educational
Research; *International Cooperation; International Organizations;
Research Administration; Research Projects
Identifiers: *International Assn Evaluation Educ Achievement
ED336267 SE052171
The Second IEA Science Study--U.S. Revised Edition.
Jacobson, Willard J.; And Others
Sep 1987
54p.; A Presentation at a Meeting of the General Assembly of the
International Association for the Evaluation of Educational
Achievement (New York, NY, September 16, 1987).
Document Type: EVALUATIVE REPORT (142)
The Second IEA Science Study (SISS) was carried out in 1983 in 24
countries. In the United States a second phase of testing was
undertaken in 1986. This document describes the organization of the
study in the United States and highlights some of the results and
their possible implications for science education. The countries
included in the SISS are Australia, China, Canada, England, Finland,
Ghana, Hong Kong, Hungary, Israel, Italy, Japan, Korea (Republic),
The Netherlands, Nigeria, Norway, Papua-New Guinea, Philippines,
Poland, Singapore, Sri Lanka, Sweden, Tanzania, United States, and
Zimbabwe. Sections include (1) "Some Results from the Second IEA
Science Study"; (2) "Science Education in the 1970s and 1980s: What
Changes Have Taken Place?"; (3) "Sex and Science Achievement"; (4)
"The Second IEA Science Study and Science Education in the United
States"; and (5) "Comments and Reactions." (KR)
Descriptors: *Academic Achievement; Comparative Education;
Educational Change; *Elementary School Science; Elementary Secondary
Education; *Foreign Countries; International Cooperation; Science
Education; *Secondary School Science; *Sex Differences
ED294187 CS211170
Time To Write: Report of the US-IEA Study of Written Composition.
Baker, Eva L.
Sep 1987
30p.; Invited presentation at the IEA General Assembly (New York
City, NY, September 1987). Project also partially supported by the
MacArthur Foundation. For related documents, see ED 271 762 and ED
286 194-195.
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
Examining the status of the United States National Study of the
International Evaluation of Educational Achievement Study of Written
Composition (IEA-SWC), this report discusses the results of SWC,
which attempted to assess, nationally and internationally, the
quality of student writing in schools by collecting and evaluating
student compositions. After a discussion on the nature of the
writing process, the report presents a brief overview of SWC, noting
its focus on sixth, tenth, and precollegiate twelfth grades, and
describing the range of writing tasks and topics collected. The
report also examines challenges which confront the study, including
fundamental doubts about the quality of writing assessment, the
validity of comparative educational effects assessed through writing
compositions, and topic selection control. The report concludes that
the US students' compositions met or exceeded the standard for
minimally competent writing on major discourse tasks (narratives,
persuasive essays, and reflective essays). Four tables are included
in the report, and 40 references are appended. (MM)
Descriptors: Academic Standards; Comparative Analysis; *Cross
Cultural Studies; Grade 6; Grade 10; Grade 12; Instructional
Effectiveness; Secondary Education; *Writing (Composition); *Writing
Evaluation; Writing Research
Identifiers: *IEA Study of Written Composition; *International Assn
Evaluation Educ Achievement
ED299314 TM012204
Comparison of the Achievement of American Elementary and Secondary
Pupils with Those Abroad--The Examinations Sponsored by the
International Association for the Evaluation of Educational
Achievement (IEA).
Riddle, Wayne
30 Jun 1986
42p.
Document Type: RESEARCH REPORT (143)
Available sources of information on academic achievement levels of
American elementary and secondary school students as compared to
their counterparts in major foreign countries are analyzed. Focus is
on testing conducted by the International Association for the
Evaluation of Educational Achievement (IEA) in Stockholm (Sweden).
The IEA tests represent an attempt to: (1) develop comparable tests
reflecting both international standards and national curricula; (2)
assess representative samples of students in voluntarily
participating countries; and (3) analyze the resulting scores in
relation to additional information concerning students' background
characteristics and attitudes. Findings from current major
international assessments of mathematics and science achievement are
reviewed, and possible reasons for the sometimes comparatively lower
level of performance by American students in such examinations are
analyzed. The testing process established by the IEA is described,
and results for the first round of IEA testing are interpreted, with
an emphasis on American students' scores. Available IEA second round
results are also assessed. The appendix reviews significant, recent,
non-IEA research on comparative achievement of American students in
relation to students of other major counties, namely Japan. Nine
data tables are provided. (TJH)
Descriptors: *Academic Achievement; Comparative Analysis; Cross
Cultural Studies; Elementary School Students; Elementary Secondary
Education; *Foreign Countries; Mathematics Achievement; *Mathematics
Tests; *Science Tests; Secondary School Students; Testing Programs;
*Test Interpretation
Identifiers: Between Group Differences; Cross Cultural Testing;
*International Evaluation Education Achievement
ED279707 TM870094
NAEP and International Comparisons.
Wolf, Richard M.
1986
20p.; One of 46 papers commissioned by the Study Group on the
National Assessment of Student Achievement and cited in Appendix B to
their final report "The Nation's Report Card" (TM 870 049). For other
papers in this group, see TM 870 050-093.
Document Type: POSITION PAPER (120)
This paper examines a number of issues surrounding the addition of
a dimension of international comparisons to the National Assessment
of Educational Progress (NAEP). The basic position of the paper is
that adding an international dimension to NAEP is certainly possible,
but some problems will need to be overcome. Non-issues are
identified and eliminated, including: (1) the organization of United
States participation in the International Association for the
Evaluation of Educational Achievement (IEA); and (2) response rates
in IEA studies. Issues to be considered fall into three major
categories: (1) financial and political, (2) technical, and (3)
interpretation. Financial and political problems center around
control and support for IEA projects. Another political problem
relates to an IEA policy of not releasing any nation's data to
another nation until an international report has been released.
Technical issues include age and grade levels for testing, test
construction, testing conditions, test organization, time of testing,
and schedules of studies. When comparing nations, the results will
need to be intepreted carefully. An appendix contains background
materials about IEA. (LMO)
Descriptors: *Comparative Testing; *Cross Cultural Studies;
*Educational Assessment; Educational Policy; Educational Testing;
Elementary Secondary Education; *Evaluation Needs; Financial Support;
*International Cooperation; International Programs; National Surveys;
Testing Problems; Testing Programs; Test Interpretation
Identifiers: *International Evaluation Education Achievement;
*National Assessment of Educational Progress
EJ311756 EA518511
The Second International Science Study: U.S. Results.
Jacobson, Willard J.; Doran, Rodney L.
Phi Delta Kappan, v66 n6 p414-17 Feb 1985
Available From: UMI
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Target Audience: Policymakers
Fifth and ninth graders in United States schools scored
significantly higher in the Second International Science Study than
did their counterparts in the first study conducted in 1970.
Differences between the responses of males and females in 1983 were
also noteworthy, especially at the 12th-grade level. (PGD)
Descriptors: *Academic Achievement; Achievement Gains; Comparative
Education; Elementary Secondary Education; National Surveys; Outcomes
of Education; *Science Education; Science Tests; Sex Differences
Identifiers: International Assn Evaluation Educ Achievement;
*Science Achievement; *Second International Science Study
EJ311755 EA518510
Mathematics Achievement in U.S. Schools: Preliminary Findings from
the Second IEA Mathematics Study.
Travers, Kenneth J.; McKnight, Curtis C.
Phi Delta Kappan, v66 n6 p407-13 Feb 1985
Available From: UMI
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Target Audience: Researchers; Policymakers
The Second International Mathematics Study conducted by the
International Association for the Evalaution of Educational
Achievement examined mathematics teaching and its outcomes at the 8th-
and 12th-grade levels in the United States and 21 other countries.
This article reports on preliminary U.S. findings and their
implications. (PGD)
Descriptors: Comparative Education; *Mathematics Achievement;
*Mathematics Curriculum; Mathematics Education; *National Surveys;
Outcomes of Education; Secondary Education; Secondary School
Mathematics
Identifiers: International Assn Evaluation Educ Achievement;
Multinational Studies; *Second International Mathematics Study
EJ311754 EA518509
International Comparisons of Cognitive Achievement.
Coleman, James S.
Phi Delta Kappan, v66 n6 p403-06 Feb 1985
Available From: UMI
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120);
EVALUATIVE REPORT (142)
Target Audience: Researchers
Data gathered by the International Association for the Evaluation
of Educational Achievement (IEA) can be used to analyze the relative
effects of educational systems in different countries. A simplified
example of such analysis utilizes variations among countries, among
age cohorts within countries, and between subject matter competencies
within cohorts. (PGD)
Descriptors: Comparative Analysis; *Comparative Education;
Educational Assessment; Educational Development; Educational Research;
Evaluation Criteria; Foreign Countries; National Programs; National
Surveys; *Outcomes of Education
Identifiers: *International Assn Evaluation Educ Achievement;
Multinational Studies
EJ302257 CE514641
The I.E.A. National Case Study.
Passow, A. Harry
Educational Forum, v48 n4 p469-87 Sum 1984
Available From: UMI
Document Type: POSITION PAPER (120)
Discusses the International Association for the Evaluation of
Educational Achievement (I.E.A.) and its use of the National Case
Study Questionnaire (NCSQ) in connection with six subject studies.
The purpose of the NCSQ was (1) to identify factors that account for
the differences among educational systems and (2) to relate these
factors to the cognitive outcomes of learning. (JOW)
Descriptors: *Academic Achievement; Comparative Analysis;
Educational Planning; *International Studies; *Outcomes of Education;
*Program Evaluation; Questionnaires
Identifiers: International Assn Evaluation Educ Achievement;
National Case Study Questionnaire
ED227077 SP021853
Time, Content and Expectations as Predictors of School Achievement
in the USA and Other Developed Countries: A Review of IEA Evidence.
Holsinger, Donald B.
28 Sep 1982
58p.; Paper presented at a Meeting of the National Commission on
Excellence in Education (New York, NY, September 28, 1982).
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
An overview is presented of the scope and findings of the
International Association for the Evaluation of Educational
Achievement (IEA) studies, which analyzed student achievement in 22
nations, one of which was the United States. Using these findings,
this paper identifies national differences in the performance of
pupils representing the United States and other nations which are
part of a set of relatively more developed countries. Three
principal considerations in the differences found--time spent on the
subject, curriculum content, and student, teacher, and family
expectations--are discussed, along with the principal findings: (1)
Among more advanced countries and students, there were no marked
deviations in the pattern of achievement test scores; (2) Time given
to instruction and opportunity to learn were two key characteristics
associated with high test scores and achievement; (3) Curriculum
content was consistently and significantly related to achievement
scores in the less developed countries and to only a slightly smaller
degree in the more developed countries; and (4) Inferences with
respect to the place of expectations in student achievement were
largely limited to personal expectations and motivation of the
individual student. (JD)
Descriptors: *Academic Achievement; *Comparative Education; Course
Content; *Curriculum Design; *Developed Nations; Elementary Secondary
Education; Expectation; Family Characteristics; Family Influence;
*Foreign Countries; Second Language Instruction; Sex Differences;
Student Motivation; Student Teacher Relationship; *Time Factors
(Learning); Time on Task
Identifiers: International Assn Evaluation Educ Achievement;
*National Commission on Excellence in Education
ED225992 SP021799
A Cross-National Perspective on Assessing the Quality of Learning.
Husen, Torsten
Feb 1982
56p.; Paper presented at a Meeting of the National Commission on
Excellence in Education (Washington, DC, February 1982).
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
A ten-year research effort, conducted by the International
Association for the Evaluation of Educational Achievement (IEA),
explored the relative merits and failings of different national
systems of education in the United States and in Western and Eastern
Europe. The first section of this report deals with trends in
American education as seen through European eyes. The American
system is viewed as a vehicle for upward social mobility and as a
means of solving or ameliorating social problems. In the second
section, the theoretical framework and research strategy of the IEA
are described, as well as the difficulties encountered in comparing
systems of education that are widely different in function and
philosophy. The way individual differences are perceived and taken
into account in organizing formal education in various national
systems is considered in the third section. Comparisons are made of
the American model of comprehensive education for all students, the
Western European model, with early transfer of selected elite
students to academic secondary schools, and the Soviet unitary school
that integrates all types of schools. The fourth section elaborates
on comparisons between comprehensive and selective systems of
education. An analysis is made of performance differences in
mathematics and science students in divergent systems. An overall
conclusion is reached that the American comprehensive system more
effectively serves all of the talent of a nation. (JD)
Descriptors: Academic Achievement; Academic Aptitude; Comparative
Analysis; Comparative Education; Delivery Systems; *Developed Nations;
Educational Change; *Educational Policy; *Educational Practices;
*Educational Quality; Educational Trends; Elementary Secondary
Education; Equal Education; *Foreign Countries; Higher Education;
Individual Differences; Outcomes of Education; Social Attitudes
Identifiers: Europe; International Assn Evaluation Educ Achievement;
*National Commission on Excellence in Education; United States
[Table of Contents]
ERIC Documents Citations for Third International Mathematics and Science Study (TIMSS)
EJ542625 EA533287
More on TIMSS.
Bracey, Gerald W.
Phi Delta Kappan, v78 n8 p656-57 Apr 1997
ISSN: 0031-7217
Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080)
Singapore students scored highest on the Third International
Mathematics and Science Study. Any nation that "outsources" its
poverty (Malaysian street sweepers) and its low-achievers (who study
in Malaysia) can get high test scores. U.S./Japan score differences
stem from Japan's effective teaching practices. Among 13 occupations
in the 1992 Adult Literacy Study, teachers score in the middle.
(MLH)
Descriptors: Adult Literacy; Comparative Education; *Cultural
Differences; *Educational Practices; Elementary Secondary Education;
Foreign Countries; *Mathematics Achievement; Research Problems;
Scores; *Test Results
Identifiers: Singapore; *Third International Mathematics and
Science Study
EJ537575 EA532989
Many Visions, Many Aims, One Test.
Bracey, Gerald W.
Phi Delta Kappan, v78 n5 p411-12 Jan 1997
ISSN: 0031-7217
Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080)
According to newly released Third International Mathematics and
Science Study data, American children may score low on international
comparisons because teachers are trying to teach them too many topics.
Surprisingly, Florida's minimum competency testing program has not
increased low-achievers' dropout rate. A recent "American
Demographics" article shows 40% of adults engaged in formal
educational activities. (MLH)
Descriptors: *Adult Education; *Comparative Education; *Dropout
Rate; Educational Technology; Educational Trends; Education Work
Relationship; *Mathematics Achievement; *Minimum Competency Testing;
Postsecondary Education; Research Problems; Secondary Education; Test
Results
Identifiers: Curriculum Management; Florida; *Science Achievement;
Third International Mathematics and Science Study
EJ536410 PS525967
From the Desk of the Secretary of Education. TIMSS Benchmarks.
Riley, Richard W.
Teaching Pre K-8, v27 n4 p6 Jan 1997
ISSN: 0891-4508
Document Type: PROJECT DESCRIPTION (141); POSITION PAPER (120);
JOURNAL ARTICLE (080)
Describes findings of the Third International Mathematics and
Science Study (TIMSS), on which eighth-grade U.S. scores were above
average in science and below average in mathematics. Concludes that
teachers are vital to raising standards by analyzing teaching
practices, reforming professional development programs,
implementating new teaching strategies, and increasing expectations.
(SD)
Descriptors: Academic Achievement; Competence; Educational
Improvement; Elementary Education; Grade 8; Junior High Schools;
Knowledge Level; *Mathematics Achievement; Mathematics Education;
Mathematics Tests; Middle Schools; Science Education; *Science Tests;
Teacher Effectiveness; Teacher Expectations of Students; Teacher
Influence; *Teacher Role; *Test Results
Identifiers: *Benchmark Tests; Department of Education; Middle
School Students; *Third International Mathematics and Science Study;
United States
ED406419 TM026341
Mathematics Achievement in the Middle School Years. IEA's Third
International Mathematics and Science Study (TIMSS).
Beaton, Albert E.; And Others
1996
243p.; Funding for the international coordination of the Third
International Mathematics Study is provided by the U.S. National
Center for Education Statistics, the U.S. National Science
Foundation, the International Association for the Evaluation of
Educational Achievement, and the Canadian government.
ISBN: 1-889938-02-5
Available From: Boston College, Center for the Study of Testing,
Evaluation, and Educational Policy, Campion Hall 323, Chestnut Hill,
MA 02167; ($30--international customers add $7.50 for postage);
http://wwwcsteep.bc.edu/timss
Document Type: EVALUATIVE REPORT (142); STATISTICAL MATERIAL (110);
COLLECTION (020)
The Third International Mathematics and Science Study (TIMSS) is
the largest and most ambitious study undertaken by the International
Association for the Evaluation of Educational Achievement. Forty-
five countries collected data in more than 30 languages. Five grade
levels were tested in the two subject areas, so that more than half a
million students were tested around the world. This report addresses
middle-school mathematics achievement (grades seven and eight) in six
content areas: (1) fractions and number sense; (2) measurement; (3)
proportionality; (4) data representation, analysis, and probability;
(5) geometry; and (6) algebra. Results cover 41 countries with
complete data collection. Singapore was the top-performing country
at both grade levels, with Korea, Japan, and Hong Kong also
performing very well. There were large differences in average
achievement between top performers and bottom performing nations.
Gender differences in mathematics achievement were small or nearly
nonexistent in most countries, but when they did appear, they favored
boys. In nearly every country there was a strong positive
relationship between student enjoyment of mathematics and higher
achievement. Home factors were strongly related to mathematics
achievement in every participating country, but relationships between
instructional variables and achievement were less clear. In every
country, the pattern was for the eighth grade student whose parents
had more education to also have higher achievement in mathematics.
The amount of television viewing was negatively associated with
mathematics achievement. The document's introduction provides
information on each country's characteristics including demographics,
public expenditures on education, organization of educational system.
Chapters address: (1) International Student Achievement in
Mathematics; (2) Average Achievement; (3) Performance on Items within
Each Mathematics Content Area; (4) Students Backgrounds and Attitudes
towards Mathematics; and (5) Teachers and Instruction. Appendixes
include: Overview of TIMSS Procedures; Test-Curriculum Matching
Analysis; Selected Mathematics Achievement Eighth-Grade Results for
the Philippines, Denmark, Sweden, and German-Speaking Switzerland;
and Percentiles and Standard Deviations of Mathematics Achievement.
(SLD)
Descriptors: Comparative Analysis; Data Collection; Family
Environment; Foreign Countries; Grade 7; Grade 8; International
Education; *International Studies; Junior High Schools; *Mathematics
Achievement; Mathematics Tests; *Middle Schools; Performance Factors;
Questionnaires; Reliability; Research Methodology; Sampling; Scoring;
Sex Differences; Tables (Data); Test Construction; *Test Results;
Translation
Identifiers: International Assn Evaluation Educ Achievement; Middle
School Students; *Third International Mathematics and Science Study
ED406418 TM026340
Third International Mathematics and Science Study. Technical
Report. Volume I: Design and Development.
Martin, Michael O., Ed.; Kelly, Dana L., Ed.
1996
270p.; Funding for the international coordination of the Third
International Mathematics Study is provided by the National Center
for Education Statistics, the National Science Foundation, the
International Association for the Evaluation of Educational
Achievement, and the Canadian government.
ISBN: 1-889938-00-9
Available From: Boston College, Center for the Study of Testing,
Evaluation, and Educational Policy, Campion Hall 323, Chestnut Hill,
MA 02167; http://wwwcsteep.bc.edu/timss
Document Type: COLLECTION (020); EVALUATIVE REPORT (142);
STATISTICAL MATERIAL (110)
The Third International Mathematics and Science Study (TIMSS)
developed and administered tests and questionnaires in three student
populations to document the quality of mathematics and science
education in 45 participating countries. Study design, instrument
development, and research procedures were achieved through a complex
collaborative process. This volume of the technical report focuses
on study design and development. Each chapter addresses a critical
issue in development. Documentation of TIMSS implementation and
analytic procedures will be presented in a future volume. Chapters
are: (1) "Third International Mathematics and Science Study: An
Overview" (Michael O. Martin); (2) "Development of the TIMSS
Achievement Tests" (Robert A. Garden and Graham Orpwood); (3) "The
TIMSS Test Design" (Raymond J. Adams and Eugenio J. Gonzalez); (4)
"Sample Design" (Pierre Foy, Keith Rust, and Andreas Schleicher); (5)
"Development of the TIMSS Context Questionnaires" (William H. Schmidt
and Leland Cogan); (6) "Development and Design of the TIMSS
Performance Assessment" (Maryellen Harmon and Dana L. Kelly); (7)
"Scoring Techniques and Criteria" (Svein Lie, Alan Taylor, and
Maryellen Harmon); (8) "Translation and Cultural Adaptation of the
Survey Instruments" (Beverley Maxwell); (9) "Field Operations"
(Andreas Schleicher and Maria Teresa Siniscalco); (10) "Training
Sessions for Free-Response Scoring and Administration of Performance
Assessment" (Ina V. S. Mullis, Chancey Jones, and Robert A. Garden);
and (11) "Quality Assurance Procedures" (Michael O. Martin, Ina V. S.
Mullis, and Dana L. Kelly). Three appendixes present
acknowledgments, TIMSS test blueprints, and survey operations forms.
(Contains 13 figures, 71 tables, and 8 appendix tables.) (SLD)
Descriptors: *Academic Achievement; Comparative Analysis; Data
Collection; Elementary Secondary Education; Foreign Countries;
International Education; *International Studies; *Mathematics Tests;
Quality Control; Questionnaires; Reliability; *Research Design;
Research Methodology; Sampling; *Science Tests; Scoring; Tables
(Data); *Test Construction; Testing; Translation
Identifiers: International Assn Evaluation Educ Achievement;
Monitoring; *Third International Mathematics and Science Study
ED406417 TM026339
Third International Mathematics and Science Study: Quality
Assurance in Data Collection.
Martin, Michael O., Ed.; Mullis, Ina V. S., Ed.
1996
286p.; Funding for the international coordination of the Third
International Mathematics Study is provided by the National Center
for Education Statistics, the National Science Foundation, the
International Association for the Evaluation of Educational
Achievement, and the Canadian government.
ISBN: 1-889938-01-7
Available From: Boston College, Center for the Study of Testing,
Evaluation, and Educational Policy, Campion Hall 323, Chestnut Hill,
MA 02167; http://wwwcsteep.bc.edu/timss
Document Type: COLLECTION (020); EVALUATIVE REPORT (142);
STATISTICAL MATERIAL (110)
The Third International Mathematics and Science Study (TIMSS) is
the most ambitious study conducted by the International Association
for the Evaluation of Educational Achievement to date. TIMSS
developed and administered tests and questionnaires in three student
populations to study achievement in participating countries and the
factors associated with high achievement. Contributions to this
volume describe the main elements of the effort to assure the quality
of TIMSS data, focusing on such issues as the translation of the
achievement tests from English into the 30 other languages of the
study, sampling from the 45 participating countries, and reliability
questions. The following chapters are included: (1) "Translation,
Verification" (Ina V. S. Mullis, Dana L. Kelly, and Kathleen Haley);
(2) "Sampling" (Pierre Foy, Michael O. Martin, and Dana L. Kelly);
(3) "Monitoring the TIMSS Data Collection" (Michael O. Martin, Craig
D. Hoyle, and Kelvin D. Gregory); (4) "Observing the TIMSS Test
Administration" (Michael O. Martin, Craig D. Hoyle, and Kelvin D.
Gregory); (5) "Quality Control Steps for Free-Response Scoring" (Ina
V. S. Mullis and Teresa A. Smith); and (6) "Data Consistency Checking
across Countries" (Heiko Jungclaus and Michael Bruneforth). Nine
appendixes present supplemental information about study methodology.
(Contains 1 figure, 28 tables, and 3 appendix tables.) (SLD)
Descriptors: *Academic Achievement; Comparative Analysis; *Data
Collection; Elementary Secondary Education; Foreign Countries;
International Education; *International Studies; *Mathematics Tests;
*Quality Control; Questionnaires; Reliability; Research Methodology;
Sampling; *Science Tests; Scoring; Tables (Data); Testing;
Translation
Identifiers: International Assn Evaluation Educ Achievement;
Monitoring; *Third International Mathematics and Science Study
ED404174 SE059714
Maths and Science on the Line: Australian Junior Secondary
Students' Performance in the Third International Mathematics and
Science Study. TIMSS Australia Monograph No. 1.
Lokan, Jan; And Others
1996
237p.
ISBN: 0-86431-233-4
Available From: Australian Council for Educational Research Ltd.,
19 Prospect Hill Road, Camberwell, Melbourne, Victoria, 3124,
Australia.
Document Not Available from EDRS.
Document Type: RESEARCH REPORT (143); BOOK (010)
The Third International Mathematics and Science Study (TIMSS) is
the largest, most comprehensive, comparative study of mathematics and
science education with more than half a million student participants
from three stages of their schooling in 45 different countries. This
monograph is the first in a series of three which will report on
TIMSS in Australia, one for each of these populations. It contains a
description of the procedures used and results obtained from the
study of Population 2, which included the two adjacent grade levels
containing the largest proportion of 13-year-old students at the time
of testing. Chapter 1 provides the background for the study while
chapters 2 and 3 contain international and national results on the
achievement tests, presented together with a discussion of important
student characteristics. These are followed by chapters presenting
some sample mathematics and science test items, an indication of the
item difficulty levels, where they fit in terms of the curriculum
profiles for Australian schools, and a discussion of performance in
content area categories within mathematics and science. The
performance assessment components of TIMSS is featured in chapter 6
followed by a discussion and some results of the international and
national curriculum analyses in chapter 7. Chapters 8, 9, and 10
provide a description of the Australian schools, teachers, and
students who participated in TIMSS and examine several factors in
relation to student achievement. The final chapter raises some
questions for Australian educational policy agendas based on the
TIMSS results. Appendices contain statistical tables, item
difficulty maps, publications used for document analysis, and a
bibliography. (JRH)
Descriptors: *Academic Achievement; *Comparative Analysis; Foreign
Countries; *Global Approach; *Mathematics Education; *Science
Education; Secondary Education
Identifiers: Australia; Third International Mathematics and Science
Study
ED402188 SE059471
Achievements of Secondary 1 and Secondary 2 Pupils in Mathematics
and Science: Third International Mathematics and Science Study
(TIMSS).
1996
32p.
ISBN: 0-7480-5808-7
Available From: Scottish Council for Research in Education, 15 St.
John Street, Edinburgh EH8 8JR, Scotland.
Document Type: RESEARCH REPORT (143)
This Third International Mathematics and Science Study (TIMSS),
carried out in 1995, collected information about pupils' knowledge
and understanding of mathematics and science, mathematics and science
curricula, and teaching and learning practices. Data collection
instruments included tests in mathematics and science and
questionnaires completed by schools, teachers, and pupils. This
report summarizes the TIMSS results for secondary 1 and secondary 2
pupils (mostly 13-year-olds) in Scotland. Results are reported in
two sections: mathematics and science. Each section includes
performance, examples of test items, and Scottish features and
international comparisons. Conclusions drawn include: Scotland's
performance relative to the other TIMSS countries was poor,
especially in mathematics; of the Pacific rim countries Singapore,
Korea, Japan, and Hong Kong did very well in mathematics, but the
performance of Thailand was poorer; the gain in performance between
secondary 1 and secondary 2 was quite large in Scotland in both
mathematics and science, and Scottish pupils' performance was better
on certain aspects of mathematics and science; in almost all
countries boys did better than girls in science and the difference
was significant; pupils experienced more mathematics teaching on
average in Scotland but less than average in science; and more pupils
were absent on a typical day in Scotland than in any other country.
(JRH)
Descriptors: *Academic Achievement; *Educational Strategies;
Foreign Countries; Global Approach; Homework; *Mathematics Education;
*Science Education; Secondary Education; Sex Differences
Identifiers: Scotland; *Third International Mathematics and Science
Study
ED401126 SE059190
Mathematics and Science Education around the World: What Can We
Learn from the Survey of Mathematics and Science Opportunities (SMSO)
and the Third International Mathematics and Science Study (TIMSS)?
1996
32p.; For the information booklet on the Third International
Mathematics and Science Study, see SE 059 191.
ISBN: 0-309-05631-4
Available From: National Research Council, Mathematical Sciences
Education Board or Committee on Science Education K-12, 2101
Constitution Avenue N.W., HA 450, Washington, DC 20418.
Document Type: RESEARCH REPORT (143)
This report is designed to help frame discussion and analysis of
data that will emerge from the Third International Mathematics and
Science Study (TIMSS), a landmark study of mathematics and science
education that investigates the mathematics and science curricula at
three academic levels--age 9, age 13, and the last year of high
school--in more than 40 countries. The primary source for this
report is the first released component of TIMSS, the Survey of
Mathematics and Science Opportunities (SMSO). It also draws on
related published documents and on informal consultation with TIMSS
staff and highlights directions for further inquiry more than
findings. The focus of this report is on what TIMSS will be able to
contribute to the understanding of mathematics and science education
around the world as well as to current efforts to improve student
learning, particularly in the United States. Topics covered include
information on TIMSS, opportunity to learn, kinds of information
collected by TIMSS researchers, challenges and opportunities of cross-
national research, information on SMSO, what can be learned from
SMSO, intended curriculum, implemented curriculum and instructional
practices, and further questions that might be explored by TIMSS. It
is concluded that SMSO and TIMSS offer an important opportunity to
learn more about international variations in curriculum and
instructional practice in mathematics and science, and this data
provides a rare opportunity in discourse about mathematics and
science education, its analysis, and improvement. (JRH)
Descriptors: *Academic Achievement; Comparative Analysis;
Educational Change; Educational Strategies; Elementary Secondary
Education; Global Approach; International Studies; *Mathematics
Education; *Science Education
Identifiers: *International Surveys; *Third International
Mathematics and Science Study
ED400209 SE059634
Pursuing Excellence: A Study of U.S. Eighth-Grade Mathematics and
Science Teaching, Learning, Curriculum, and Achievement in
International Context. Initial Findings from the Third International
Mathematics and Science Study.
Peak, Lois; And Others
Nov 1996
82p.
Available From: World-Wide Web: http://www.ed.gov/NCES/timss
Document Type: RESEARCH REPORT (143)
The Third International Mathematics and Science Study (TIMSS) is
the largest, most comprehensive, and most rigorous international
comparison of education ever undertaken. During the 1995 school
year, the study tested the mathematics and science knowledge of a
half-million students from 41 nations at five different grade levels.
In addition to tests and questionnaires, the TIMSS included a
curriculum analysis, videotaped observations of mathematics
classrooms, and case studies of policy issues. This report on eighth-
grade students is one of a series of reports that will also present
findings on student achievement at fourth-grade level, at the end of
high school, as well as on various other topics. The report combines
the major findings from each of the five parts of the study into a
single story about U.S. eighth-grade mathematics and science
achievement in a comparative perspective. Chapter 1 draws from the
results of the student assessments to describe how U.S. students
perform in mathematics and science. Succeeding chapters focus on
factors which may have an important influence on achievement, and
describe how our nation's schools, teachers, and students compare to
those in other countries. Chapter 2 examines educational standards
and the curriculum, based on data from the curriculum analysis, case
studies, videotape study, and questionnaires. Chapter 3 focuses on
how teachers actually teach the curriculum, drawing from results of
the videotape study and questionnaires. Chapter 4 examines the
working life of teachers, based on findings from the case studies and
questionnaires. Chapter 5 describes the lives of students, both in
and out of school, based upon case study and questionnaire data. The
conclusions at the end of the report look across all of the findings
for insights about factors associated with student performance and
indicate questions for further study. (JRH)
Descriptors: *Academic Achievement; Case Studies; *Comparative
Analysis; Educational Strategies; *Global Approach; *Grade 8; Junior
High Schools; Mathematics Curriculum; *Mathematics Education;
Mathematics Teachers; Observation; Questionnaires; Science Curriculum;
*Science Education; Science Teachers; Teaching Methods
Identifiers: *Third International Mathematics and Science Study
EJ517148 TM519230
Surveying Educational Opportunity in Mathematics and Science: An
International Perspective.
Schmidt, William H.; McKnight, Curtis C.
Educational Evaluation and Policy Analysis, v17 n3 p337-53 Fall
1995
Versions of articles in this issue were presented at a special
symposium entitled "Sleepless in Woodland Hills: The Leigh Burstein
Legacy" at the Annual Meeting of the American Educational Research
Association (San Francisco, CA, April 18-22, 1995).
ISSN: 0162-3737
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150);
JOURNAL ARTICLE (080)
This article focuses on educational opportunity as an organizing
construct of the Third International Mathematics and Science Study
(TIMSS), in contrast with traditional opportunity-to-learn measures.
A new conceptualization of educational opportunity is needed for
cross-national studies. (SLD)
Descriptors: Access to Education; Cross Cultural Studies;
Elementary Secondary Education; *Equal Education; Evaluation Methods;
*International Studies; *Mathematics; *Measurement Techniques;
*Science Education
Identifiers: Educational Indicators; *Opportunity to Learn; *Third
International Mathematics and Science Study
ED385057 EC304090
A Perspective on Education and Assessment in Other Nations: Where
Are Students with Disabilities? Synthesis Report 19.
Elliott, Judy L.; And Others
Apr 1995
58p.
Available From: NCEO, 350 Elliott Hall, 75 East River Rd.,
University of Minnesota, Minneapolis, MN 55455 ($15).
Document Type: EVALUATIVE REPORT (142)
This report reviews five major international comparative studies on
educational practices, assessment systems, and educational outcomes
for students with disabilities. The five studies reviewed are: (1)
the Reading Literacy Survey conducted by the International
Association for the Evaluation of Educational Achievement (IEA); (2)
the International Assessment of Educational Progress of the
Educational Testing Service; (3) the Third International Mathematics
and Science Study; (4) the International Education Indicators Project
of the Organization for Economic Co-Operation and Development; and
(5) the Computers in Education Study to be conducted by the IEA. The
report notes differences in sampling procedures and the extent to
which students with disabilities participate in the assessments. The
report also reviews the educational and assessment systems of 14
countries, focusing on the participation of students with
disabilities. Educational assessment systems in the following
countries are described: Argentina, Australia, Canada, Chile, China,
England and Wales, France, Japan, Korea, the Netherlands, Nigeria,
Sweden, Tunisia, and the United States. Each country description
includes information on the general education system, including age
of entry and duration of schooling, educational policies and
procedures for students with disabilities, how decisions are made
about placements, assessment practices, and the reporting of
assessment results. (Contains 86 references.) (DB)
Descriptors: *Academic Achievement; *Comparative Education;
Decision Making; *Disabilities; *Educational Assessment; Educational
Practices; Elementary Secondary Education; Foreign Countries;
International Studies; *Outcomes of Education; Sampling; Special
Education; *Student Evaluation; Student Participation; Student
Placement
Identifiers: Computers in Education (IEA); International Assessment
of Educational Progress; International Educational Indicators;
*International Surveys; Reading Literacy Survey; Third International
Mathematics and Science Study
EJ500243 SE553825
The Third International Mathematics and Science Study (TIMSS).
Harris, Sue
Mathematics in School, v23 n5 p34-35 Nov 1994
ISSN: 0305-7259
Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080)
Discusses the Third International Mathematics and Science Study
including schools' involvement, international dimensions, tests'
content, and value of TIMSS. (MKR)
Descriptors: Elementary Secondary Education; *International Studies;
Mathematics Education; *Mathematics Tests; Science Education;
*Science Tests
Identifiers: England; *Third International Mathematics and Science
Study
ED380274 SE055660
Curriculum Frameworks for Mathematics and Science. TIMSS Monograph
No. 1.
Robitaille, David F., Ed.; And Others
1993
102p.
ISBN: 0-88865-090-6
Available From: Pacific Educational Press, Faculty of Education,
University of British Columbia, Vancouver, British Columbia V6T 1Z4,
Canada.
Document Type: BOOK (010); PROJECT DESCRIPTION (141)
Target Audience: Teachers; Practitioners
The development of curriculum frameworks for mathematics and
science was an essential first step in the Third International
Mathematics and Science Study (TIMSS). The frameworks have served as
guides for the design of the achievement testing component of TIMSS,
and as the foundation upon which the curriculum analysis component of
the study is based. The goal of this monograph is to explicate those
frameworks, to trace the process of their development as part of the
overall TIMSS project, and to show where the frameworks and the
curriculum analysis fit into the study as a whole. Chapter 1 is an
introduction to TIMSS, and chapter 2 contains an overview of the
study as a whole, as well as a description of the conceptual
framework and related research questions. Chapter 3 includes a
description of the structure of the frameworks and presents some
suggestions about ways in which the frameworks might be used to
provide rich descriptions of student outcome data. The frameworks
themselves are presented in the appendices. Contains 34 references.
(MKR)
Descriptors: Achievement Tests; Elementary Secondary Education;
Foreign Countries; *International Studies; *Mathematics Education;
*Mathematics Tests; Research Design; Science Education; *Science
Tests
Identifiers: Science Education Research; *Third International
Mathematics and Science Study
ED358125 TM019904
Improving Data Quality in IEA Studies: Looking Backward and
Thinking Forward.
Medrich, Elliott A.
Apr 1993
8p.; Paper presented at the Annual Meeting of the National Council
on Measurement in Education (Atlanta, GA, April 13-15, 1993).
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
Since studies conducted by the International Association for the
Evaluation of Educational Achievement (IEA) have had a dramatic
impact on the way in which officials in the United States and the
American public think about the performance of our students, it is
essential that IEA surveys accurately measure real differences in
student performance across comparable populations in participating
countries. Although data quality in past IEA studies has sometimes
been problematic, the upcoming Third International Mathematics and
Science Study (TIMSS) affords the opportunity to develop methods of
data presentation that achieve reliable cross-national comparisons.
Two issues in particular merit consideration. The first issue is
ensuring that field outcomes in participating countries are
comparable and representative of a defined target population. A
second aspect concerns survey response rates. It will also be
necessary to determine how to deal with data when certain standards
are not achieved. One chart lists the number of participating
systems in the various IEA studies. (SLD)
Descriptors: *Academic Achievement; *Comparative Analysis; Cross
Cultural Studies; *Data Collection; Elementary Secondary Education;
Foreign Countries; Futures (of Society); International Studies;
National Surveys; Quality Control; Response Rates (Questionnaires);
*Scores; *Test Results
Identifiers: Educational Information; Evaluation Standards;
*International Assn Evaluation Educ Achievement; Target Populations;
*Third International Mathematics and Science Study
EJ493906 SO525979
What Does the United States Want to Learn from International
Comparative Studies in Education?
Griffith, Jeanne E.; Medrich, Elliott A.
Prospects, v22 n4 p476-85 1992
ISSN: 0033-1538
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Contends that, although surveys of international achievement have
been of interest to the U.S. educational community, these studies are
now receiving attention among policymakers. Asserts that significant
changes are occurring in world economy and that international
achievement comparisons are receiving coverage in the U.S. media.
(CFR)
Descriptors: *Academic Achievement; Adult Education; Curriculum
Development; Educational Objectives; *Educational Research;
Elementary Secondary Education; Foreign Countries; Higher Education;
International Education; *International Educational Exchange;
Mathematics Instruction; Research Reports; *Research Utilization;
Second Language Instruction; Teacher Education; *Theory Practice
Relationship; Use Studies
Identifiers: *International Assn Evaluation Educ Achievement;
National Center for Educational Statistics; *Third International
Mathematics and Science Study
EJ488662 SO525611
TIMSS Curriculum Analysis: Topic Trace Mapping.
Schmidt, William H.
Prospects, v22 n3 p326-33 1992
ISSN: 0033-1538
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Uses three methods to analyze the intended curriculum in countries
participating in the Third International Mathematics and Science
Study (TIMSS). Explains the use of Topic Trace Mapping as a tool to
examine the issue of depth versus breadth in the curriculum.
Includes three figures illustrating the results of Topic Trace
Mapping. (CFR)
Descriptors: *Academic Achievement; *Comparative Education; Cross
Cultural Studies; *Curriculum Evaluation; *Educational Research;
Elementary Secondary Education; Foreign Countries; International
Studies; *Mathematics Achievement; Mathematics Instruction; Research
Methodology; *Science Instruction
Identifiers: National Science Foundation; *Third International
Mathematics and Science Study; Topic Trace Mapping
EJ488659 SO525608
Major Survey Design Issues for the IEA Third International
Mathematics and Science Study.
Wiley, David E.; Wolfe, Richard G.
Prospects, v22 n3 p297-304 1992
ISSN: 0033-1538
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers; Policymakers
Discusses the research design for the Third International
Mathematics and Science Study (TIMSS) of the International
Association for the Evaluation of Educational Achievement (IEA).
Asserts that the TIMSS is a compromise between longitudinal and cross-
sectional survey designs and will yield more information about
student achievement. (CFR)
Descriptors: *Academic Achievement; *Comparative Education; Cross
Cultural Studies; *Educational Research; Elementary Secondary
Education; International Educational Exchange; *Mathematics
Achievement; Mathematics Instruction; *Research Design; Science
Instruction
Identifiers: *International Assn Evaluation Educ Achievement;
Survey Research
ED359027 SE053152
Evaluation in Science: Content or Process?
Kjoernsli, Marit; Jorde, Doris
Apr 1992
18p.; Paper presented at the Annual Meeting of the American
Educational Research Association (San Francisco, CA, April, 1992).
Document Type: REVIEW LITERATURE (070); CONFERENCE PAPER (150)
Science assessment has been included with mathematics and language
assessment on the international level since the 1970s. This paper
discusses techniques of assessment that have been utilized to measure
science process skills. The first section discusses the Assessment
Performance Unit, a British project with the aim of developing
innovative methods in assessing science achievement. Six categories
of science activities for assessment purposes were identified by the
project: (1) use of graphical and symbolic representation; (2) use of
apparatus and measuring instruments; (3) observation; (4)
interpretation and application; (5) planning of investigations; and
(6) performance of investigations. The second section discusses the
International Science Studies conducted by the International
Association for Evaluation of Educational Achievement (IEA).
Assessment items used for the first and second studies are described.
The remainder of the paper presents the assessment techniques that
were piloted for use in the third study. The following categories of
questions were used in the Third International Math and Science
Study: (1) multiple choice items; (2) open-ended written items; (3)
performance tasks, which produce a physical product beyond writing;
and (4) performance tasks where the process of actually doing the
task is documented and examined. Sample items for each of these
categories are presented and discussed. (Contains 16 references.)
(MDH)
Descriptors: Elementary Secondary Education; *Evaluation Methods;
Foreign Countries; *International Studies; Knowledge Level; *Multiple
Choice Tests; Pilot Projects; Science Education; Science Tests;
Student Evaluation; *Test Construction; Test Validity
Identifiers: Assessment of Performance Unit (United Kingdom);
*International Assn Evaluation Educ Achievement; Open Ended Questions;
Performance Based Evaluation; Science Achievement; Science Process
Skills; *Third International Math and Science Study
[Table of Contents]
ERIC Documents Citations for the National Assessment of Educational Progress (NAEP),
international dimensions
EJ370239 EA522165
The NAEP and International Comparisons.
Wolf, Richard M.
Phi Delta Kappan, v69 n8 p580-82 Apr 1988
Available From: UMI
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Two assessment agencies, the National Assessment of Educational
Progress (NAEP) in the U.S. and the International Association for the
Evaluation of Educational Achievement (IEA), provide the most
promising framework for comparing U.S. education with education in
other nations. These agencies can cooperate to resolve technical
issues and make data interpretation and international comparisons
more meaningful. (MLH)
Descriptors: *Achievement Tests; Comparative Analysis; *Educational
Cooperation; Elementary Secondary Education; Foreign Countries;
*International Organizations; Measurement; Professional Associations;
Scores; *Test Construction; *Test Interpretation
Identifiers: *International Assn Evaluation Educ Achievement;
*National Assessment of Educational Progress
ED279707 TM870094
NAEP and International Comparisons.
Wolf, Richard M.
1986
20p.; One of 46 papers commissioned by the Study Group on the
National Assessment of Student Achievement and cited in Appendix B to
their final report "The Nation's Report Card" (TM 870 049). For other
papers in this group, see TM 870 050-093.
Document Type: POSITION PAPER (120)
This paper examines a number of issues surrounding the addition of
a dimension of international comparisons to the National Assessment
of Educational Progress (NAEP). The basic position of the paper is
that adding an international dimension to NAEP is certainly possible,
but some problems will need to be overcome. Non-issues are
identified and eliminated, including: (1) the organization of United
States participation in the International Association for the
Evaluation of Educational Achievement (IEA); and (2) response rates
in IEA studies. Issues to be considered fall into three major
categories: (1) financial and political, (2) technical, and (3)
interpretation. Financial and political problems center around
control and support for IEA projects. Another political problem
relates to an IEA policy of not releasing any nation's data to
another nation until an international report has been released.
Technical issues include age and grade levels for testing, test
construction, testing conditions, test organization, time of testing,
and schedules of studies. When comparing nations, the results will
need to be intepreted carefully. An appendix contains background
materials about IEA. (LMO)
Descriptors: *Comparative Testing; *Cross Cultural Studies;
*Educational Assessment; Educational Policy; Educational Testing;
Elementary Secondary Education; *Evaluation Needs; Financial Support;
*International Cooperation; International Programs; National Surveys;
Testing Problems; Testing Programs; Test Interpretation
Identifiers: *International Evaluation Education Achievement;
*National Assessment of Educational Progress
ED279678 TM870065
Roles of the National Assessment of Educational Progress in
International Studies.
Guthrie, John T.
23 Jul 1986
13p.; One of 46 papers commissioned by the Study Group on the
National Assessment of Student Achievement and cited in Appendix B to
their final report "The Nation's Report Card" (TM 870 049). For other
papers in this group, see TM 870 050-094.
Document Type: POSITION PAPER (120)
This paper discusses the rationale for international comparisons in
educational achievement, presents factors which affect the validity
of such comparisons, and makes recommendations for the role of the
National Assessment of Educational Progress (NAEP) with respect to
international studies. International comparisons are of interest in
policy formation, resource allocation, and school improvement
programs. Four prerequisites to international assessment also weigh
heavily in an individual, national testing program: (1) the scope of
item content must be equitable for each of the countries involved;
(2) comparisons across countries will be facilitated by the use of
common scaling techniques; (3) sampling must be representative and
aedquate; and (4) the appropriate language must be used in testing.
NAEP can facilitate international comparisons by collaborating with
existing efforts such as those of the International Association for
the Evaluation of Educational Achievement (IEA). NAEP can provide
technical assistance in data collection and statistical analysis. An
official liaison between NAEP and IEA is recommended at the policy
level. An annual cooperative working meeting is also recommended.
(GDC)
Descriptors: Achievement Tests; Agency Cooperation; *Comparative
Testing; Cross Cultural Studies; *Educational Assessment; Educational
Testing; Elementary Secondary Education; Evaluation Utilization;
Foreign Countries; *International Cooperation; Measurement Objectives;
National Surveys; *Testing Programs; Test Use
Identifiers: International Assn Evaluation Educ Achievement;
*National Assessment of Educational Progress
ED279672 TM870059
The Cost of National and State Educational Assessments.
Cronin, Joseph M.
Aug 1986
17p.; One of 46 papers commissioned by the Study Group on the
National Assessment of Student Achievement and cited in Appendix B to
their final report "The Nation's Report Card" (TM 870 049). For other
papers in this group, see TM 870 050-094.
Document Type: POSITION PAPER (120)
The National Assessment of Educational Progress (NAEP) assessed
three grade levels and 21-year-olds in the 1960's, at an annual cost
of $6 million. By the early 1980's, adults were no longer tested and
funds had decreased to $3.8 million. Other governmental departments,
however, have also been funded for testing and a number of state
testing programs have been implemented recently. New York State's
comprehensive minimum competency testing program, like the NAEP's,
cost $3.8 million annually. Test construction is very costly. The
Council of Chief State School Officers recommends testing during
grades 5, 8, and 11. NAEP tests grades 3, 7, and 11. Local school
district testing programs generally have goals that differ from those
of the state programs. Local boards use tests for purposes of
diagnosis, proficiency testing, or ranking. In the 1970's the
international project, IEA (International Association for Evaluation
of Educational Achievement) became an attention-commanding project;
however United States government officials are not encouraged to
fully participate in IEA planning. Coordination of IEA and NAEP
procedures could reduce costs. Some state programs use NAEP items
for purposes of comparison. Costs for each state's testing programs
can range from $105,000 to $525,000, depending on the number of
subjects tested per year; total national costs could range from
$5,250,000 to $25,250,000. (GDC)
Descriptors: *Educational Assessment; *Educational Finance;
Educational Testing; Elementary Secondary Education; Federal State
Relationship; Financial Support; Information Needs; International
Programs; National Programs; *National Surveys; *Program Costs;
School Districts; State Programs; *State Surveys; *Testing Programs
Identifiers: International Assn Evaluation Educ Achievement;
*National Assessment of Educational Progress
[Table of Contents]
ERIC Documents Citations for the International Adult Literacy Survey
ED403315 TM026050
International Adult Literacy.
ETS Policy Notes, v1 n1 Sum 1996 1996
14p.; This issue of "ETS Policy Notes" is a condensation of
"Literacy, Economy and Society: Results of the First International
Adult Literacy Survey" published by the Organization for Economic
Cooperation and Development and Statistics, Canada.
Document Type: EVALUATIVE REPORT (142); SERIAL (022)
Systematic knowledge about the dimensions and levels of literacy
and information about its distribution are prerequisites for forming
good educational policy. This issue discusses the conduct and
findings of the International Adult Literacy Survey (IALS). The IALS
was not intended to rank literacy skills across countries, but was
intended to make the exploration of differences across countries
possible. Participating were: (1) Canada; (2) Germany; (3) the
Netherlands; (4) Poland; (5) Sweden; (6) French-speaking Switzerland;
(7) German-speaking Switzerland; and (8) the United States. In all
participating countries, employment was positively related to
literacy, and in all cases there was a clear and direct effect of
literacy on wages and income. Industries that have grown in the last
20 years are those in which the incumbents had the highest literacy
scores. In spite of these similarities, the relationship between
education and literacy was not the same in every country or from
scale to scale, making direct comparisons impossible. Differences in
literacy practices reflected the countries' different occupational
distributions. In countries where the average literacy scores were
highest, the greatest use of literacy-related tasks was reported.
The information provided by the IALS has made a start in
demonstrating the strong association between literacy and life
chances while indicating that literacy is not synonymous with
educational attainment. (Contains six figures.) (SLD)
Descriptors: *Adult Literacy; Comparative Analysis; *Economic
Factors; *Educational Policy; Employment Patterns; Foreign Countries;
Income; International Education; International Studies; Labor Force;
Outcomes of Education; *Socioeconomic Status
Identifiers: *International Adult Literacy Survey; *Life Chances
ED388881 CE070312
Literacy, Economy and Society. Results of the First International
Adult Literacy Survey.
1995
196p.
ISBN: 92-64-14655-5
Available From: OECD Publications and Information Centre, 2001 L
Street, N.W., Suite 700, Washington, DC 20036-4910 ($40).
Document Type: RESEARCH REPORT (143); STATISTICAL MATERIAL (110)
The International Adult Literacy Survey (IALS) was a collaborative
effort by seven governments and three intergovernmental organizations
to describe and compare the literacy skills of people from Canada,
Germany, the Netherlands, Poland, Sweden, Switzerland, and the United
States. Each country drew a probability sample from which results
representative of the civilian noninstitutionalized population aged
16-65 could be derived. Between 1,370 and 3,053 individuals in each
country completed survey instruments in English, French, German,
Dutch, Polish, or Swedish. The findings were reported in four ways
by three researchers. Irwin Kirsch (Educational Testing Service,
Princeton, New Jersey) presented a framework for
understanding/interpreting literacy levels on three scales (prose,
document, and quantitative) and discussed the study results in the
context of literacy's multifaceted nature. Stan Jones (Carleton
University, Ottawa, Canada) analyzed the distribution of literacy
across national populations and among different demographic subgroups
and explored the relationship between literacy practices (at work and
in the community) and levels of literacy. T. Scott Murray
(Statistics Canada) considered the policy implications of the study
findings. Major findings were as follows: (1) important differences
in literacy skills exist across and within nations; (2) literacy
skill deficits affect large proportions of the adult population; (3)
literacy is strongly correlated with life chances and use of
opportunities; (4) literacy is not synonymous with educational
attainment; (5) literacy skills are maintained through regular use;
and (7) adults with low literacy levels do not usually acknowledge or
recognize they have a problem. (Seventy-one figures/tables are
included. Appended are a list of survey participants and 82
additional tables detailing the distribution and practice of
literacy.) (MN)
Descriptors: Adult Basic Education; *Adult Literacy; Adult Reading
Programs; Comparative Analysis; Cultural Context; Demography;
Economic Factors; Educational Needs; Educational Policy; Education
Work Relationship; Enrollment; Foreign Countries; Functional Literacy;
Participant Characteristics; *Reading Achievement; Reading Skills;
Skill Development; Tables (Data); Theory Practice Relationship
Identifiers: Canada; Germany; *International Adult Literacy Survey;
International Surveys; Netherlands; Poland; Sweden; Switzerland;
United States
Instructions for ERIC Documents Access
[Table of Contents]
