Large-Scale Assessments of Achievement in Canada

International Guide to Student Achievement

Volumn , Issue , 2013, Pages 456-459

  Ercikan, Kadriye ^a   Oliveri, Maria Elena ^a   Sandilands, Debra ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84902574699     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203850398-151     Document Type: Chapter

References (15)

1. Anderson, J. O., Lin, H. S., Treagust, D. F., Ross, S. P., & Yore, L.D. (2007). Using large-scale assessment datasets for research in science and mathematics education: Programme for International Student Assessment (PISA). International Journal of Science and Mathematics Education, 5(4), 591-614.
2. Anderson, J. O., Rogers, W. T., Klinger, D. A., Ungerleider, C., Glickman, V., & Anderson, B. (2006). Student and school correlates of mathematics achievement: Models of school performance based on pan-Canadian student assessment. Canadian Journal of Education, 29(3), 706-730.
3. Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2010). Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14, 233-259.
4. Bouchamma, Y., Lapointe, C., & Richard, J. (2007). School determinants of achievement in writing: Implications for school management in minority settings. Canadian Journal of Program Evaluation, 22(3), 121-150.
5. Ellefsen, G., & Beran, T. N., (2007). Individuals, families, and achievement:A comprehensive model in a Canadian context. Canadian Journal of School Psychology, 22(2) 167-181.
6. Ercikan, K., & Barclay-McKeown. (2007). Design and development issues in large-scale assessments: Designing assessments to provide useful information to guide policy and practice. Canadian Journal of Program Evaluation, 22(3), 53-71.
7. Ercikan, K., McCreith, T., & Lapointe, V. (2005a). Factors associated with mathematics achievement and participation in advanced mathematics courses: An examination of gender differences from an international perspective. School Science & Mathematics, 105(1), 5-14.
8. Ercikan, K., McCreith, T., & Lapointe, T. (2005b). How are non-school related factors associated with participation and achievement in science? An examination of gender differences in Canada, the USA and Norway. In S. J. Howie & T. Plomp (Eds.)Contexts of learning mathematics and science: lessons learned from TIMSS (pp. 211-225). Lisse, Netherlands: Swets & Zeitlinger.
9. Klinger, D. A., DeLuca, C., & Miller, T. (2008). The evolving culture of large-scale assessments in Canadian education. Canadian Journal of Educational Administration and Policy, 76(3), 1-34.
10. Klinger, D. A., Maggi, S., & D’Angiulli, A. (2011). School accountability and assessment: Should we put the roof up first? The Educational Forum, 75(2), 114-128.
11. Klinger, D. A., & Rogers, W. T. (2011). Teachers’ perceptions of large-scale assessment programs within low-stakes accountability frameworks. International Journal of Testing, 11(2), 122-143.
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13. Organisation for Economic Co-operation and Development (OECD). (2001). Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000. Paris:Author.
14. Ross, J. A., & Gray, P., (2006). School leadership and student achievement:The mediating effects of teacher beliefs. Canadian Journal of Education/Revue canadienne de l’éducation, 29(3), 798-822.
15. Willms, J. D. (2004). Reading achievement in Canada and the United States: Findings from the OECD Programme for International Student Assessment (OECD Report SP-601-05-04E). Paris: OECD.