Scientific processes in PISA tests observed for science teachers

International Journal of Science Education

Volumn 31, Issue 16, 2009, Pages 2137-2159

  Pinto, Roser ^a   El Boudamoussi, Samira ^a  

^a UNIVERSITAT AUTÒNOMA DE BARCELONA   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77649159371     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690802559074     Document Type: Article

References (26)

1. Baker, R., & Jones, A. (2005). How can international studies such as the international mathematics and science study and the programme for international student assessment be used to inform practice, policy and future research in science education in New Zealand? International Journal of Science Education, 27(2), 145-157.
2. Dossey, J. A., McCrone, S. A., & O'Sullivan, C. (2006, December). Problem solving in the PISA and TIMSS 2003 assessments (NCES 2007-049). US Department of Education. Retrieved April 18, 2007, from http://nces.ed.gov/pubsearch.
3. El Boudamoussi, S., Tortosa, M., & Pintó, R. (2008). La visión de los profesores de las competen-cias evaluadas en las pruebas PISA [The teachers' view of the competences evaluated in PISA tests]. Alambique, Didáctica de las ciencias experimentales, 57, 53-63.
4. Ertl, H. (2006). Educational standards and the changing discourse on education: The reception and consequences of the PISA study in Germany. Oxford Review of Education, 32(5), 619-634.
5. Fensham, P. J., & Harlen, W. (1999). School science and public understanding of science. International Journal of Science Education, 21(7), 755-763.
6. Ginsburg, A., Cooke, G., Leinwand, S., Noell, J., & Pollock, E. (2005). Reassessing U.S. international mathematics performance: New findings from the 2003 TIMSS and PISA. Washington, DC: American Institutes for Research, U.S. Department of Education, Policy and Program Studies Service (PPSS).
7. Goldstein, H. (2004). International comparisons of student attainment: Some issues arising from the PISA study. Assessment in Education Principles Policy and Practice, 11(3), 319-330.
8. Grisay, A., & Monseur, C. (2007). Measuring the equivalence of item difficulty in the various versions of an international test. Studies in Educational Evaluation, 33(1), 69-86.
9. Hatzinikita, V., Dimopoulos, K., & Christidou, V. (2008). PISA test items and school textbooks related to science: A textual comparison. Science Education, 92(4), 664-687.
10. Kjaernsli, M., & Lie, S. (2004). PISA and scientific literacy: Similarities and differences between the Nordic countries. Scandinavian Journal of Educational Research, 48(3), 271-286.
11. Lie, S., & Linnakyla, P. (2004). Nordic PISA 2000 in a sociocultural perspective. Scandinavian Journal of Educational Research, 48(3), 227-230.
12. Lietz, P. (2006). A meta-analysis of gender differences in reading achievement at the secondary school level. Studies in Educational Evaluation, 32(4), 317-344.
13. Livingston, K., & McCall, J. (2005). Evaluation: Judgemental or developmental? European Journal of Teacher Education, 28(2), 165-178.
14. Marks, G. N. (2006). Are between- and within-school differences in student performance largely due to socio-economic background? Evidence from 30 countries. Educational Research, 48(1), 21-40.
15. Moens, F. (2006, September 12-13). PISA: Controverses et débats en Belgique francophone. Des indicateurs à la qualité? [PISA: Controversies and debates in French-speaking Belgium. Quality indicators?]. Paper presented at the Colloque sur L'évaluation des politiques d'éducation et de formation [Symposia on the Evaluation of educational and training policies], INRP, Lyon, France.
16. Neubrand, M. (2004). The PISA-study: Differentiated assessment of 'mathematical literacy'. In J. Emanuelsson & D. Clarke (Eds.), Contrasting comparative research on teaching and learning in mathematics (pp. 26-30). Cape Town, South Africa: International Group for the Psychology of Mathematics Education.
17. OECD. (2002). Sample tasks from the PISA 2000 assessment: Reading, mathematical and scientific literacy. Paris: OECD.
18. OECD. (2003). The PISA 2003 assessment framework: Mathematics, reading, science and problem solving knowledge and skills. Paris: OECD.
19. OECD. (2004). Learning for tomorrow's world first results from PISA 2003. Paris: OECD.
20. Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative Education, 41(4), 455-470.
21. Suchaut, B., Duru-Bellat, M., & Mons, N. (2005). Organisation scolaire et inégalités sociales de performance: les enseignements de l'enquête PISA [School organisation and social inequalities of performance: The teachings of the PISA survey]. Education et formation, 70, 123-131.
22. Turmo, A. (2004). Scientific Literacy and socio-economic background among 15-year-olds-A Nordic perspective. Scandinavian Journal of Educational Research, 48(3), 287-305.
23. van Langen, A., Bosker, R., & Dekkers, H. (2006). Exploring cross-national differences in gender gaps in education. Educational Research and Evaluation, 12(2), 155-177.
24. Willms, J. D. (2005). Why the difference? Variation in reading scores among Canadian provinces. Education Canada, 45(1), 54-55.
25. Willms, J. D. (2006). Variation in socioeconomic gradients among Cantons in French and Italian-speaking Switzerland: Findings from the OECD PISA. Educational Research and Evaluation, 12(2), 129-154.
26. Wu, M. (2005). The role of plausible values in large-scale surveys. Studies in Educational Evaluation, 31(2), 114-128.