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PISA 2015 Results (Volume IV) Students' Financial Literacy
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere.
Handbook of Developmental Research Methods
Appropriate for use in developmental research methods or analysis of change courses, this is the first methods handbook specifically designed to meet the needs of those studying development. Leading developmental methodologists present cutting-edge analytic tools and describe how and when to use them, in accessible, nontechnical language. They also provide valuable guidance for strengthening developmental research with designs that anticipate potential sources of bias. Throughout the chapters, research examples demonstrate the procedures in action and give readers a better understanding of how to match research questions to developmental methods. The companion website (www.guilford.com/laursen-materials) supplies data and program syntax files for many of the chapter examples.
PISA 2015 Results (Volume V) Collaborative Problem Solving
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere.
Competence Assessment in Education
This book addresses challenges in the theoretically and empirically adequate assessment of competencies in educational settings. It presents the scientific projects of the priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes,” which focused on competence assessment across disciplines in Germany. The six-year program coordinated 30 research projects involving experts from the fields of psychology, educational science, and subject-specific didactics. The main reference point for all projects is the concept of “competencies,” which are defined as “context-specific cognitive dispositions that are acquired and needed to succ...
PISA 2018 Results (Volume IV) Are Students Smart about Money?
The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume IV, Are Students Smart about Money?, examines 15-year-old students’ understanding about money matters in the 20 countries and economies that participated in this optional assessment.
PISA 2015 Assessment and Analytical Framework Science, Reading, Mathematic and Financial Literacy
“What is important for citizens to know and be able to do?” The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills.
PISA 2015 Assessment and Analytical Framework Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving
What is important for citizens to know and be able to do? The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills.
Assessing Contexts of Learning
This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book’s initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections – “Student Background”, “Outcomes of Education Beyond Achievement”, and...
