Coaching for the PISA test

Learning and Instruction

Volumn 17, Issue 2, 2007, Pages 111-122

  Brunner, Martin ^a   Artelt, Cordula ^a   Krauss, Stefan ^a   Baumert, Jürgen ^a  

^a MAX PLANCK INSTITUTE FOR HUMAN DEVELOPMENT   (Germany)

Author keywords

Low stakes test; Mathematics achievement; Reading achievement; Test coaching

Indexed keywords

EID: 33947728187     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2007.01.002     Document Type: Article

References (42)

1. Adams R., and Wu M. PISA 2000 technical report (2002), OECD, Paris
2. Allalouf A., and Ben-Shakhar G. The effect of coaching on the predictive validity of scholastic aptitude tests. Journal of Educational Measurement 35 1 (1998) 31-47
3. Baumert J., and Demmrich A. Test motivation in the assessment of student skills: the effects of incentives on motivation and performance. European Journal of Psychology and Education 16 3 (2001) 441-462
4. Becker B.J. Coaching for the Scholastic Aptitude Test: further synthesis and appraisal. Review of Educational Research 60 3 (1990) 373-417
5. Bond L. The effects of special preparation on measures of scholastic ability. In: Linn R.L. (Ed). Educational measurement. 3rd ed. (1989), American Council on Education/Macmillan, New York 429-444
6. Bunting B.P., and Mooney E. The effects of practice and coaching on test results for educational selection at eleven years of age. Educational Psychology 21 3 (2001) 243-253
7. Burke E.F. A short note on the persistence of retest effects on aptitude scores. Journal of Occupational and Organizational Psychology 70 (1997) 295
8. Cohen J. A power primer. Psychological Bulletin 112 1 (1992) 155-159
9. DerSimonian R., and Laird N.M. Evaluating the effect of coaching on SAT scores: a meta-analysis. Harvard Educational Review 53 1 (1983) 1-15
10. Flippo R.F., Becker M.J., and Wark D.M. Preparing for and taking tests. In: Flippo R.F., and Caverly D.C. (Eds). Handbook of college reading and study strategy research (2000), Lawrence Erlbaum Associates, Mahwah, NJ 221-260
11. Ganzeboom H.B.G., de Graaf P.M., Treiman D.J., and de Leeuw J. A standard international socio-economic index of occupational status. Social Science Research 21 (1992) 1-56
12. Hasselhorn M., and Hager W. Kognitives training (Cognitive training). In: Rost D.H. (Ed). Handwörterbuch Pädagogische Psychologie. 2nd ed. (2001), Psychologie Verlagsunion, Weinheim 343-350
13. Heller K.A., and Perleth C. Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision. Manual (Cognitive Abilities Test for Grades 4-12, Revision, Manual) (2000), Hogrefe, Göttingen
14. Jäger A.O., Süß H.-M., and Beauducel A. Berliner Intelligenzstruktur: Test, Form 4. (1997), Hogrefe, Göttingen
15. Jensen A.R. The g factor. The science of mental ability (1998), Praeger, Westport
16. Klieme E., Neubrand M., and Lüdtke O. Mathematische Grundbildung: Testkonzeption und Ergebnisse (Mathematical literacy: Test conception and results). In: Baumert J., Klieme E., Neubrand M., Prenzel M., Schiefele U., Schneider W., Stanat P., Tillmann K.-J., and Weiß M. (Eds). PISA 2000. Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich (2001), Leske, Opladen 139-190
17. Kulik J.A., Bangert-Drowns R.L., and Kulik C.-L. Effectiveness of coaching for aptitude tests. Psychological Bulletin 95 2 (1984) 179-188
18. Kulik J.A., Kulik C.-L., and Bangert-Drowns R.L. Effects of practice on aptitude and achievement test scores. American Educational Research Journal 21 2 (1984) 435-447
19. Kunter M., Schümer G., Artelt C., Baumert J., Klieme E., Neubrand M., et al. PISA 2000: Dokumentation der Erhebungsinstrumente (PISA 2000: Documentation of the study instruments) (2002), Max-Planck-Institut für Bildungsforschung, Berlin
20. LeGagnoux G., Michael W.B., Hocevar D., and Maxwell V. Retest effects on standardized structure-of-intellect ability measures for a sample of elementary school children. Educational and Psychological Measurement 50 (1990) 475-492
21. Messick S., and Jungeblut A. Time and method in coaching for the SAT. Psychological Bulletin 89 (1981) 191-216
22. Millman J., Bishop C.H., and Ebel R. An analysis of test-wiseness. Educational and Psychological Measurement 25 (1965) 707-726
23. Muthén L.K., and Muthén B.O. Mplus: The comprehensive modeling program for applied researchers: User's guide (1998-2004), Statmodel, Los Angeles, CA
24. te Nijenhuis J., Voskuijl O.F., and Shijve N.B. Practice and coaching on IQ tests: quite a lot of g. International Journal of Selection and Assessment 9 4 (2001) 302-308
25. Organisation for Economic Co-operation and Development (OECD). Measuring student knowledge and skills: A new framework for assessment (1999), Author, Paris
26. Organisation for Economic Co-operation and Development (OECD). Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000 (2001), Author, Paris
27. Organisation for Economic Co-operation and Development (OECD). Learning for tomorrow's world: First results from PISA 2003 (2004), Author, Paris
28. Powers D.E. Effects of coaching on GRE aptitude test scores. Journal of Educational Measurement 22 2 (1985) 121-136
29. Powers D.E. Who benefits most from preparing for a "coachable" admissions test?. Journal of Educational Measurement 24 3 (1987) 247-262
30. Powers D.E. Preparing for the SAT: A survey of programs and resources. (College Board Report No. 88-7) (1988), College Entrance Examination Board, New York
31. Powers D.E. Coaching for the SAT: a summary of the summaries and one update. Educational Measurement: Issues and Practice 12 (1993) 24-39
32. Powers D.E., and Camara W.J. Coaching and the SAT I (RN-06) (1999), College Board, New York, NY
33. Powers D.E., and Rock D.A. Effects of coaching on SAT I: reasoning test scores. Journal of Educational Measurement 36 2 (1999) 93-118
34. Prenzel M., Drechsel B., Carstensen C.H., and Ramm G. PISA 2003-Eine Einführung (PISA 2003 - An introduction). In: Prenzel M., Baumert J., Blum W., Lehmann R., Leutner D., Neubrand M., Pekrun R., Rolff H.-G., Rost J., and Schiefele U. (Eds). PISA 2003. Der Bildungsstand der Jugendlichen in Deutschland - Ergebnisse des zweiten internationalen Vergleichs (2004), Waxmann, Münster 314-354
35. Rubin D.B. Multiple imputation for nonresponse in surveys (1987), J. Wiley, New York
36. Samson G.E. Effects of training in test-taking skills on achievement test performance: a quantitative synthesis. Journal of Educational Research 78 5 (1985) 261-266
37. Schafer J.L. NORM for Windows 95/98/NT. (Version 2.03) [Computer software]. Retrieved November 2, 2004, Available from (2000). http://www.stat.psu.edu/∼jls/misoftwa.html
38. Schafer J.L., and Olsen M.K. Multiple imputation for multivariate missing-data problems: a data-analyst's perspective. Multivariate Behavioral Research 33 4 (1998) 545-571
39. Snijders T.A.B., and Bosker R.J. Multilevel analysis: An introduction to basic and advanced multilevel modeling (1999), Sage, London
40. Warm T.A. Weighted likelihood estimation of ability in item response theory. Psychometrika 54 (1989) 427-450
41. Willson V.L., and Putnam R.R. A meta-analysis of pretest sensitization effects in experimental design. American Educational Research Journal 19 2 (1982) 249-258
42. Wu M.L., Adams R.J., and Wilson M.R. ACER conquest (1998), The Australian Council for Educational Research, Melbourne