Research on PISA

1. Front Matter

   Pages i-xxii

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2. Content Related Research

   1. Front Matter

      Pages 1-5

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   2. Implications of PISA Outcomes for Science Curriculum Reform in the Netherlands

      • Harrie M. C. Eijkelhof, Johanna H. Kordes, Elwin R. Savelsbergh

      Pages 7-21

   3. Using Mathematical Competencies to Predict Item Difficulty in PISA: A MEG Study

      • Ross Turner, John Dossey, Werner Blum, Mogens Niss

      Pages 23-37

   4. PISA Mathematics in Germany: Extending the Conceptual Framework to Enable a More Differentiated Assessment

      • Michael Neubrand

      Pages 39-49

3. Methodological Research

   1. Front Matter

      Pages 51-55

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4. Methodological research

   1. Modeling Reciprocal Determinism in PISA

      • Trevor Williams, Kitty Williams

      Pages 57-70

   2. The Measurement of Translation Error in PISA-2006 Items: An Application of the Theory of Test Translation Error

      • Guillermo Solano-Flores, Luis Ángel Contreras-Niño, Eduardo Backhoff

      Pages 71-85

   3. PISA Student Nonresponse Adjustment Procedures

      • Keith Rust, Sheila Krawchuk, Christian Monseur

      Pages 87-102

   4. Reporting Differentiated Literacy Results in PISA by Using Multidimensional Adaptive Testing

      • Andreas Frey, Nicki-Nils Seitz, Ulf Kröhne

      Pages 103-120

5. Context Related Research

   1. Front Matter

      Pages 121-128

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   2. More Hours Do Not Necessarily Pay Off. The Effect of Learning Time on Student Performance at Different School Types in Switzerland

      • Domenico Angelone, Urs Moser

      Pages 129-143

   3. The Anatomy of Inequalities in Educational Achievements: An International Investigation Using PISA Data

      • Tarek Mostafa

      Pages 145-158

6. Research on Trends in PISA

   1. Front Matter

      Pages 159-164

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   2. An Investigation of Australian OECD PISA Trend Results

      • Daniel Urbach

      Pages 165-179

   3. Success Despite the Odds? Outcomes for Low-Performing Students in Australia

      • Sue Thomson, Kylie Hillman

      Pages 181-198

   4. Linking PISA Competencies over Three Cycles – Results from Germany

      • Claus H. Carstensen

      Pages 199-213

7. Back Matter

   Pages 215-221

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The Programme for International Student Assessment (PISA) is an important part of the OECD's Indicator Programme. It collects data and provides comparative indicators of education systems in OECD member and partner countries. PISA provides datasets of outstanding quality regarding samples, instruments and analyses. In addition to its important function for educational monitoring, the PISA datasets are the basis of a wide range of secondary analyses from a number of different scientific perspectives and disciplines. The aim of this book is to make some of the outstanding PISA related research results available for a wider audience. Specifically four research areas will be focused: (1) Content related research; (2) Methodological research; (3) Context related research; (4) Research on trends in PISA. Each part of the book is devoted to one of these areas and will start with an introduction from a leading expert in the field followed by chapters covering research conducted in this field.

• Context
• Literacy
• Methodology
• OECD Programme for International Student Assessment
• PISA
• Trends

• , School of Education, Technische Universität München, München, Germany

  Manfred Prenzel

• , Leibniz-Institut für die Pädagogik der N, IPN, Kiel, Germany

  Mareike Kobarg, Katrin Schöps, Silke Rönnebeck

Manfred Prenzel is Professor of Empirical Educational Research (Susanne Klatten Endowed Chair) and Dean of the TUM School of Education (Technische Universitaet Muenchen, Germany). He has been a member of the OECD Science Expert Group since the first PISA survey in 2000. As the national project manager for PISA 2003, 2006 and 2012, he supplemented the international surveys in Germany with additional samples and assessments that provided data on the broader range of conditions of teaching and learning on the school and classroom level. Manfred Prenzel is also Director of the German Center for International Large Scale Assessment (ZIB) at TU Muenchen.

Mareike Kobarg is a research fellow at the Leibniz-Institute for Science and Mathematics Education (IPN, Kiel, Germany). Her research focuses on science teaching and learning mainly using video based methods. She has currently published further analysis concerning the international Comparison of Science Teaching and Learning in the OECD countries.

Katrin Schöps is a researcher at the Leibniz-Institute for Science and Mathematics Education (IPN, Kiel, Germany). She holds a PhD in Ecology and an MSc in Biology. Her research focuses on the development and assessment of science competencies across the life span with an emphasis on large scale assessments.

Silke Rönnebeck has a Ph.D. in natural sciences and works as a research fellow at the Leibniz-Institute for Science and Mathematics Education (IPN, Kiel, Germany). She was part of the national coordination team of PISA 2006 in Germany. Her research focuses on the development and assessment of science competencies and the improvement of pre-service and in-service science teacher education based on methods of IBST.

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