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International Achievement Assessments: The Good, the Bad, and the - - PowerPoint PPT Presentation
International Achievement Assessments: The Good, the Bad, and the - - PowerPoint PPT Presentation
International Achievement Assessments: The Good, the Bad, and the Future David P. Baker Pennsylvania State University Towards a Schooled Society Dimensions of the Worldwide Education Revolution World Primary, Secondary, and Tertiary
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World Primary, Secondary, and Tertiary Students, 1815-2000.
100 200 300 400 500 600 700 1800 1820 1840 1860 1880 1900 1920 1940 1960 1980 2000 Num ber of S tudents (M illions) Primary Secondary Tertiary
Take off 1900
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World Secondary and Tertiary Students, 1815-2000.
50 100 150 200 250 300 350 400 450 1800 1820 1840 1860 1880 1900 1920 1940 1960 1980 2000 Number of Students (Millions)
Secondary Tertiary
Take-off 1945
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World Tertiary Students, 1815-2000.
10 20 30 40 50 60 70 80 90 100 1800 1820 1840 1860 1880 1900 1920 1940 1960 1980 2000
Number of Students (Millions)
Take-off 1960
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- Teaching Methods: Germany, Japan,
US, %var. among nations
- Seatwork
0.6
- Individual Guidance
7.4
- Whole class
7.0
- Pair work
4.5
- Explain Reasoning
1.2
- Open-ended
7.2
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Math is: Abstract 8.6 Real appls. 4.3 Natural Talent 2.4 Needs Practice 14.0 Important to: Like Students 3.0
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20 40 60 80 100
Nation Percentage of Students Participating Weekly2 Figure 1: Shadow Education Participation by Nation, Eighth Grade Mathematics1
1: Mean = 37.6 % , SD = 21.3 % , N = 41 2: Any amount of participation.
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International Civic Study 1999 Political Knowledge, Skill, Attitudes: . No influence of nation raised-in . Teacher effects..training . Open communication classroom
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- Does curriculum matter for academic
achievement?
- Of course, but not cross-nationally
- Why?
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Rise in IQ, Wechsler Tests and Stanford-Binet, 1932-1992
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1930 Grades 1/2
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1966 Kindergarten Question: What figure should come next?
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1991 Grade 2
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Percent of countries with male advantage gender differences in 8th grade math by year of IEA study.
0% 5% 10% 15% 20% 25% 30% 35% 40% FIMS 1964 SIMS 1982 TIMSS 1995
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Qualities of Regimes Do Not Influence Production of Effective Citizenry
For example: Years of Democratic Government Level of Civil Liberties Number of Effective Political Parties Numerous other political characteristics
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School and Schooling Qualities Do Influence the Production of Effective Citizenry
For example: Democratic Classroom Politics and School Peers Educational Expectations Teacher w/Civic Experience Teacher w/Civic Training Civics Curriculum Available Civics Class Size
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