This report presents results from TALIS 2018 participants who administered the optional primary education survey (15 out of 48 countries and economies) and/or the upper secondary education survey (11 out of 48 countries and economies). Its main goal is to understand if there are any similarities and differences between the dimensions of professionalism and educational challenges found in primary and upper secondary education compared to those found in lower secondary education.
The “OECD Skills Outlook 2021: Learning for Life” report explores how public policy can and should play a key role in promoting effective and inclusive lifelong learning for all. Considering the effects that the COVID-19 pandemic has had on the world, and noting the importance of skills such as resilience, this report leverages comparative quantitative data to highlight the key role that socio-emotional and motivational factors play in shaping successful participation in lifelong learning.
The eleventh volume of the International Association for Educational Achievement (IEA) Research for Education series, published in collaboration with the Nordic Council of Ministers, addresses the state of civic and citizenship education in the four Nordic countries (Denmark, Finland, Norway, and Sweden) that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016.
This report presents a comparison study which was conducted by the National Center of Education Statistics (NCES) and the American Institutes for Research (AIR) and aims to understand the differences and similarities between the assessment framework targets and the characteristics of assessment items in two assessments: the Technology and Engineering Literacy (TEL) assessment, initiated by the U.S. Department of Education, and the International Computer and Information Literacy Study (ICILS), initiated by the International Association for the Evaluation of Educational Achievement (IEA).
This publication, prepared by NCES and AIR staff, introduces the item response theory (IRT)–based domain scoring method for analyzing student achievement at the topic level (within content areas), using data from TIMSS 2007 and 2011 assessments.
The Programme for the International Assessment of Adult Competencies (PIAAC) bibliography provides an outline of the publications created since the conceptualization of the study in 2008. It comprises 793 publications and 75 data sets, including 14 technical documents.
The World Bank released this book as a first-stop resource for those wanting to understand how to design, administer, and analyze large-scale assessments of student achievement and how to use their results.
In this book, more than 20 national representatives and international scholars from Europe, Latin America, Asia, and North America reflect and analyze if and how the 2009 and 2016 cycles of ICCS and CIVED 1999/2000 have impacted civic-related education in different countries.
Is it wrong to do something wrong? Andrés Christiansen’s publication addresses this question referring to a recent study published by the Peruvian Ministry of Education (2018) which evaluated the relationship between the error climate and attitudes towards mathematics and how this relationship ultimately affected student performance in mathematics.