Session Information
09 SES 10 A, Structure and Determinants of Multiple Competencies of Grade 4 Learners: Findings from PIRLS/TIMSS 2011 combined – PART 2
Symposium
Contribution
International large-scale assessment studies aim to monitor student achievement at international and national levels. In addition, the major large scale assessment studies take into account important information on students’ personal background and the context of learning both in and out of school. As most studies are designed to focus on a major competence domain it is usual that the obtained proficiency scores are analyzed and reported separately for each competence domain. Thus, a systematic consideration of potential relationships within or between multiple competencies has not been the subject of many publications.
In 2011 the International Association for the Evaluation of Educational Achievement (IEA) accomplished a joint administration of the Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) (Mullis et al., 2012a, 2012b, Martin et al., 2012). More than 30 countries participated with representative samples of grade 4 learners common to the assessment of reading literacy, mathematics and science. This endeavor provides a unique dataset to investigate educational phenomena across or in relation to different achievement domains. Furthermore, an international comparison of different factors provides an overview of the relative strengths and weaknesses of educational outcomes within a global context.
This symposium gathers an international panel of speakers on the topic of the interrelationship of multiple competence domains, and educational phenomena in relation to the multiple competencies. The following two general aspects will be addressed:
1) What can we learn from PIRLS/TIMSS-combined about the relationship between proficiency in reading literacy, mathematics and science at the end of fourth grade? What kind of achievement profiles can be found across the three domains? Is it possible to identify different groups of learners with distinguishable achievement patterns, when analyzing achievement by competence domains and subdomains? To what extent do achievement scores for the different educational achievement domains correlate? And how can the dimensionality structure across the different educational achievement domains be described?
2) What can we learn from PIRLS/TIMSS-combined about the importance of specific background characteristics or contextual factors when analyzed in relation with multiple achievement domains? Which factors appear to generally important; which factors are rather subject specific?
The papers to be presented in this symposium address specific questions within the two general aspects described above and aim at launching a European and international discussion on questions of the relationship between multiple competence domains, or educational phenomena in relation to multiple competencies at primary school level. Altogether, the symposium consists of nine papers, which are organized into three sessions on the general symposium topic. Each session has been submitted separately – this proposal is for Session 2 (Part 2).
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