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Full-Text Articles in Education

Improving The Mathematical Content Knowledge Of Pre-Service Middle School Teachers, Gregory Hine May 2016

Improving The Mathematical Content Knowledge Of Pre-Service Middle School Teachers, Gregory Hine

Gregory S.C. Hine

The tertiary training of pre-service teachers is pivotal in their professional preparation and formation as qualified educators. Multiple authors posit that teachers require a development of pedagogical content knowledge, or knowing a variety of ways to present mathematical content and to assist students to deepen their understanding (Chick, 2012; Shulman, 1987). Emerick, Hirsch and Berry (2003) argue that high quality teachers must possess appropriate mathematical content knowledge, and must also possess considerable background in communicating effectively to students. There are two aims of this educational research. The first is to investigate the self-perceptions of pre-service middle school teachers enrolled in ...


Professional Learning Communities: What Are The Important Questions For An Educator To Ensure A Sustainable Community?, Catherine Pearn Nov 2014

Professional Learning Communities: What Are The Important Questions For An Educator To Ensure A Sustainable Community?, Catherine Pearn

Catherine Pearn

No abstract provided.


From Framework To Survey Data: Inside The Pisa Assessment Process, Ross Turner Aug 2014

From Framework To Survey Data: Inside The Pisa Assessment Process, Ross Turner

Ross Turner

This chapter provides an overview of quality assurance mechanisms that have been put into place by the international contractor responsible for implementing the PISA survey. These quality assurance mechanisms aim to ensure the fitness for purpose of the PISA data, derived from over 60 different countries and from students instructed in over 40 different languages in a wide array of schools from education systems that vary quite considerably. The mechanisms reviewed include the frameworks that drive the content of the PISA survey instruments, the processes followed in test item development, student sampling procedures, the mechanisms designed to guarantee comparability of ...


Using Competencies To Explain Mathematical Item Demand: A Work In Progress, Ross Turner, Werner Blum, Morgens Niss Aug 2014

Using Competencies To Explain Mathematical Item Demand: A Work In Progress, Ross Turner, Werner Blum, Morgens Niss

Ross Turner

This chapter describes theoretical and practical issues associated with the development and use of a rating scheme for the purpose of analysing mathematical problems—specifically, to assess the extent to which solving those problems calls for the activation of a particular set of mathematical competencies. The competencies targeted through the scheme are based on the mathematical competencies that have underpinned each of the PISA Mathematics Frameworks. The scheme consists of operational definitions of the six competencies (labelled as communication; devising strategies; mathematisation; representation; using symbols, operations and formal language; and reasoning and argument), descriptions of four levels of activation of ...


What’S The Story? Making Sense Of Conflicting Literacy And Numeracy Results, Juliette Mendelovits Apr 2014

What’S The Story? Making Sense Of Conflicting Literacy And Numeracy Results, Juliette Mendelovits

Juliette Mendelovits

No abstract provided.


Lessons From Pisa For Mathematical Literacy, Ross Turner Apr 2014

Lessons From Pisa For Mathematical Literacy, Ross Turner

Ross Turner

Drawing on results from Australia's performance in PISA, the author asks: "How do we encourage our students to see their world through mathematical lenses?"


Informing Policy And Practice, John Ainley Oct 2013

Informing Policy And Practice, John Ainley

Dr John Ainley

Comparing results from large-scale assessments can usefully inform education policy and planning, and educational practice in schools and classrooms, as John Ainley explains.


Using Mathematical Competencies To Predict Item Difficulty In Pisa, Ross Turner, J Dossey, W Blum, M Niss Dec 2012

Using Mathematical Competencies To Predict Item Difficulty In Pisa, Ross Turner, J Dossey, W Blum, M Niss

Ross Turner

This paper reports an analysis of features of mathematics assessment items developed for the OECD’s Programme for International Student Assessment survey (PISA) in relation to a set of six mathematical competencies. These competencies have underpinned the PISA mathematics framework since the inception of the PISA survey; they have been used to drive mathematics curriculum and assessment review and reform in several countries; and the results of the study are therefore likely to be of interest to the broad mathematics education community. We present a scheme used to describe this set of mathematical competencies, to quantify the extent to which ...


Some Drivers Of Test Item Difficulty In Mathematics, Ross Turner Aug 2012

Some Drivers Of Test Item Difficulty In Mathematics, Ross Turner

Ross Turner

This paper is one of four contributions to the symposium session at the AERA’s 2012 Annual Meeting titled Exploring Reading and Mathematics Item Difficulty: Teaching and Learning Implications of PISA Survey Data. The author presents a rubric used to analyse mathematics test items developed for use in the OECD’s PISA survey. The rubric focuses on a set of mathematical competencies that are components of mathematical literacy. The work on which this report is based suggests that demand for activation of these competencies functions as a significant driver of item difficulty, which potentially has implications for the teaching and ...


Evaluation Of Booklet Effect In Pisa Mathematics Across Countries, Luc Le Jun 2012

Evaluation Of Booklet Effect In Pisa Mathematics Across Countries, Luc Le

Dr Luc Tu Le

In PISA 2003, 13 main linked test booklets were constructed by item cluster rotation design. Each student was randomly assigned one of the test booklets. Each of the selected clusters was located in four of the test booklets in different positions. There were seven mathematics clusters with a total of 85 items. Booklet effect was identified and was used to adjust the measure of student performance in PISA (see PISA 2003 technical report; OECD, 2004). This study was designed to explore which factors could account for this booklet effect in mathematics across 41 PISA countries. A three-faceted partial credit model ...


Performance Comparison Between Ib School Students And Non-Ib School Students On The International Schools’ Assessment (Isa) And On The Social And Emotional Wellbeing Questionnaire, Ling Tan, Yan Bibby Dec 2010

Performance Comparison Between Ib School Students And Non-Ib School Students On The International Schools’ Assessment (Isa) And On The Social And Emotional Wellbeing Questionnaire, Ling Tan, Yan Bibby

Dr Ling Tan

This report examines the performance of students enrolled in the IB Primary Years Programme (PYP) and the IB Middle Years Programme (MYP) on the ACER International Schools’ Assessment (ISA) compared with non-IB students from the same ISA cohorts. The ISA is an assessment created especially for students in international schools in Grades 3 to 10. The assessment asks both multiple-choice and open-ended questions in the areas of writing, reading and mathematics, and provides international normative information about student performance. The Reading and Mathematical Literacy are based on the internationally endorsed frameworks of the OECD's Programme for International Student Assessment ...


Listening To Students' And Educators' Voices : The Views Of Students And Early Career Educators About Learning With Technologies In Australian Education And Training : Research Findings, Kathryn Moyle, Susanne Owen Dec 2008

Listening To Students' And Educators' Voices : The Views Of Students And Early Career Educators About Learning With Technologies In Australian Education And Training : Research Findings, Kathryn Moyle, Susanne Owen

Professor Kathryn Moyle

This report outlines findings collected from listening to and analysing the views and expectations of students within Australian education and training institutions about learning with technologies. The overarching question for this research was: 'what are the views of students and early career educators, about learning with technologies in Australian education and training?' In 2008, students in primary and secondary schools, vocational education and training (VET) institutions, international students studying education in universities and pre-service teacher education students contributed to the research based upon their current experiences and views. Early career teachers were asked to reflect on their experiences as pre-service ...