scholarly journals Using student assessment for curriculum improvement and equity in reading performance

2020 ◽  
Keyword(s):  
Student Assessment ◽  
Reading Performance ◽  
Curriculum Improvement

scholarly journals Improving reading performance through the whole school approach: the sample of Hong KongTüm okul yaklaşımıyla okuma performansının artırılması: Hong Kong örneği

2019 ◽  
Vol 16 (1) ◽  
pp. 270
Author(s):  
Dursun Aksu ◽  
Fatih Selim Sellüm
Keyword(s):  
Hong Kong ◽  
Reading Skills ◽  
Student Assessment ◽  
Reading Performance ◽  
English Summary ◽  
School Students ◽  
International Student Assessment ◽  
Whole School ◽  
The World ◽  
Whole School Approach

In the digital age, it is expected that students will not only have experience and passion for reading, but also will develop their reading skills to learn. Reading is one of the most important skills that develop the human and increase life-long learning capacity. Individuals can improve their personal, moral and emotional qualities to strengthen their sense of responsibility towards the family, society, nation and the world through reading. The individual can develop his personal, moral and emotional qualities in order to strengthen the sense of responsibility towards his family, society, nation and the world through reading.The life experiences of elementary school students are limited, but effective readings help to expand their horizons and perspectives. People can bring their knowledge and experiences together by reading. At the time of reading, students should have the ability to put out the deep meaning of the text, their learning experiences, and the ability to put new knowledge on their prior knowledge to build meaning. The Programme for International Student Assessment (PISA) is one of the most comprehensive educational research at the international level. The PISA survey, conducted every three years since 2000, aims to measure students' achievement in science, reading skills and mathematics. When our country's reading performance is compared with other countries, it is seen that it is ranked 50th among the 70 countries participating in the program in 2015. Hong Kong, which participated in the same program, appears to be the 2nd. The purpose of this research is to examine the "whole school approach" adopted by Hong Kong, performed high reading achievement in 2012 and 2015 PISA exams, during the learning and development of reading and the studies it has carried out based on it.  For this purpose, Hong Kong's Basic Education Program Guide will be reviewed. The sections in which the success of reading in the PISA examinations and the effects of the whole school approach on this success were examined by the researchers and translated into Turkish. The data obtained were reviewed with language experts. The content analysis of the data has been made and three themes have been created that reveal all aspects of the (whole school approach TO: (1) Identify the Whole school approach (WSA), (2) School responsibilities in Whole school approach (WSA) and (3) Stakeholders' responsibilities in the Whole school approach (WSA). The results of the research show that there are responsibilities and responsibilities to school administrators, school program development experts, teacher-librarians, teachers, parents and students in improving reading performance with the whole school approach. It was concluded that the task and responsibility of gaining reading performance and habit should not be left to teachers only. In addition, success in improving reading performance with the whole school approach can be achieved in proportion of each stakeholder performing their duties.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetDijital çağda, bilgi temelli toplumdaki taleplerle başa çıkabilmek için, öğrencilerden yalnızca deneyimleri ve okuma tutkusuna sahip olması beklenmemekte, aynı zamanda öğrenmek için okuma becerilerini de geliştirmesi beklenmektedir. Okuma, insanı bir bütün olarak geliştiren ve yaşam boyu öğrenme kapasitesini artıran en önemli becerilerden biridir.  Birey okuma yoluyla ailesine, toplumuna, milletine ve dünyaya karşı sorumluluk duygularını güçlendirmek için kendi kişisel, ahlaki ve duygusal niteliklerini geliştirebilir. Yine okuma yoluyla farklı fikir, görüş, değer ve kültürlere açık görüşlülükle yaklaşmayı öğrenir.İlkokul öğrencilerinin yaşam deneyimleri sınırlıdır, ancak etkili okumalar ufuklarını ve perspektiflerini genişletmeye yardımcı olur. İnsanlar okumalarla bilgilerini ve deneyimlerini bir araya getirebilir. Okuma sırasında öğrencilerin, metnin derin anlamını çıkarabilmeleri, anlam kurmaları için önbilgilerinin üzerine öğrenme deneyimlerini ve yeni bilgiyi koyabilme becerisine sahip olması gerekir. Uluslararası Öğrenci Değerlendirme Programı (PISA) uluslararası düzeyde fen, matematik ve okuma alanlarında yapılan önemli bir eğitim araştırmasıdır. 2000 yılında başlamıştır ve üç yılda bir tekrarlanan PISA araştırması, öğrencilerin fen, okuma becerileri ve matematik alanlarındaki başarı durumu ölçmeyi amaçlamaktadır. Ülkemizin okuma alanındaki başarısı diğer ülkelerle karşılaştırmalı olarak incelendiğinde 2015 yılında programa katılan 70 ülke arasında 50. sırada yer alındığı görülür. Aynı programa katılan Hong Kong’un ise 2. olduğu görülmektedir. Bu araştırmanın amacı 2012 ve 2015 PISA sınavlarında okuma alanında yüksek başarı gösteren Hong Kong’un okumanın öğrenilmesi ve geliştirilmesi sürecinde benimsediği “tüm okul yaklaşımı”nı ve buna dayalı gerçekleştirdiği çalışmaları incelemektir. Bu amaçla Hong Kong’un Temel Eğitim Program Kılavuzu incelenmiştir. Kılavuzda PISA sınavlarında okuma bölümünde elde edilen başarının ve tüm okul yaklaşımının bu başarıya etkilerinin anlatıldığı bölümler araştırmacılar tarafından incelenmiş ve Türkçeye çevrilmiştir. Elde edilen veriler dil uzmanlarıyla tekrar gözden geçirilmiştir. Verilerin içerik analizi yapılmış ve “ tüm okul yaklaşımının” tüm yönleriyle ortaya koyan üç tema oluşturulmuştur: (1) Tüm Okul Yaklaşımını (TOY) tanıma, (2) TOY okulda yapılaması gerekenler ve (3) TOY paydaşların rolleri. Araştırma sonuçları tüm okul yaklaşımıyla okuma performansının geliştirilmesinde okul yöneticilerine, okul program geliştirme uzmanlarına, öğretmen-kütüphanecilere, öğretmenlere, ebeveynlere ve öğrencilere sorumluluk ve görevler düştüğü göstermektedir. Okuma performansı ve alışkanlığının kazandırılması görev ve sorumluluğu sadece öğretmenlere bırakılmaması gerektiği sonucuna varılmıştır. Ayrıca tüm okul yaklaşımıyla okuma performansının artırılmasındaki başarı, her paydaşın üzerine düşen görevleri yapması oranında sağlanabilir.

Metacognition Explains the Gender Differences in Digital Reading Performance: A Multilevel Mediation Analysis

2021 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Hangyan Yu
Keyword(s):  
Gender Differences ◽  
Mediation Analysis ◽  
International Student ◽  
Student Assessment ◽  
Underlying Mechanism ◽  
Reading Performance ◽  
Digital Reading ◽  
Multilevel Mediation ◽  
International Student Assessment ◽  
Data Source

Gender differences in reading have become a heated topic, and a reoccurring pattern of results is that girls outperform boys significantly. As digital reading prevails, the discrepancies in digital reading between girls and boys are also prominent. For the purpose of exploring the reason why boys lag behind in terms of digital reading performance and therefore unveil the underlying mechanism in improving students' digital reading literacy, this study used multilevel mediation analysis to investigate whether students' metacognition, i.e., metacognition of understanding, remembering, summarizing and assessing credibility, explain the gender differences in digital reading performance. This study adopted Programme for International Student Assessment (PISA), launched by Organization for Economic Co-operation and Development (OECD) as the data source. Results of 12,058 samples from 361 schools in China showed that their better achievement in metacognition significantly mediated girls' excelling performance in digital reading. Pedagogical implementations focusing on metacognition were given to render help for both genders in digital reading performance.

scholarly journals Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

2020 ◽  
Vol 12 (2) ◽  
pp. 749 ◽  
Author(s):  
Esteban Vázquez-Cano ◽  
José Gómez-Galán ◽  
Alfonso Infante-Moro ◽  
Eloy López-Meneses
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Reading Performance ◽  
Reading Competence ◽  
Digital Devices ◽  
International Student Assessment ◽  
Use Of Technology ◽  
Academic Activities ◽  
Variance Explained ◽  
At Home

This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people.

scholarly journals The intergenerational effect of parental enthusiasm for reading

2020 ◽  
Vol 28 (84) ◽  
pp. 239-259
Author(s):  
Jose G. Clavel ◽  
Mauro Mediavilla
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Reading Performance ◽  
Content Type ◽  
Explanatory Variables ◽  
Positive Effects ◽  
International Student Assessment ◽  
Reading For Pleasure ◽  
The Difference ◽  
The Impact

Purpose This paper aims to focus on how reading for pleasure is transmitted within the family. Using data taken from the Programme for International Student Assessment test of 2009, which dealt in depth with the reading proficiency of students, the authors show that children of parents who read for pleasure are better readers. Within the extensive research and published results on reading performance, the authors focused on the transmission of parents’ reading attitudes to their children. Design/methodology/approach In this study, the authors have opted for an approach of “difference in differences”, applied to a population that represents all 15-year-olds from five countries (Germany, Denmark, Hungary, Italy and Portugal). To support this study, the authors chose as a response variable the difference between reading performance and maths performance of each student, taking into account five plausible values for each student. The authors have several explanatory variables, among them what we call the “treatment”, which is the parents’ enthusiasm for reading. Findings The calculated estimations clearly indicate that there is a positive effect for four out of the five countries analysed, ranging from 4 points for Italy to 6.5 points for Germany and Portugal. As for the significance of the effect, with the exception of Hungary, the result is reliable and robust. It should also be noted that the variable that indicates the existence of a reading habit by children (daily reading for pleasure) is seen as a factor that positively affects the difference between competence in reading and mathematics in four out of the five countries analysed. Originality value The results show positive effects on children whose parents read for pleasure, and this fact should be used to further encourage parents to promote their own reading time for pleasure. In view of the already quantified trend in international reports that adults are reading less, it seems crucial to involve educational authorities in reversing this phenomenon, knowing the impact that adult reading habits have on the reading competence of young people.

A case of being the same? Australia and New Zealand’s reading in focus

2020 ◽  
Vol 64 (3) ◽  
pp. 243-263
Author(s):  
Megan C. Chamberlain ◽  
Emma J. Medina
Keyword(s):  
Sense Of Belonging ◽  
International Student ◽  
Contextual Information ◽  
Student Assessment ◽  
Reading Performance ◽  
Reading Literacy ◽  
Indigenous Students ◽  
Primary Schooling ◽  
International Student Assessment ◽  
Educational Challenges

Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries’ students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students’ average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes towards reading and sense of belonging at school, and increasing bullying. While there are similarities among the two countries’ 15-year-olds, evidence shows practices are diverging at the middle primary schooling level, which may be impacting positively on younger Australian cohorts; these differences are also discussed with respect to early reading experiences.

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Sign in / Sign up

Export Citation Format

Share Document