Cross-country predictive validities of non-cognitive variables for mathematics achievement: evidence based on TIMSS 2015

A new research paper authored by Jihyun Lee and Minge Chen, illustrates empirical findings that measure predictive validities of non-cognitive variables for mathematics achievement based on the TIMSS 2015 study, for students in the primary and secondary school across multiple countries.

International Education blog site launched for publications on international large-scale assessments

Outcomes and Causal Inference in International Comparative Assessment European Training Network (OCCAM-ETN) has launched a blog site with the aim to disseminate research related to international large-scale assessments, such as PISA, TIMSS, PIRLS, and ICCS.

Article: TALIS 2018: Teachers applying knowledge and skill

Rebecca Vukovic, in her article, writes about the recent published results of TALIS 2018 study. She focuses on describing the objectives of the study of to measure the state of the teaching profession. The assessment of teachers' performances was measured against different indicators such as the teaching time in a classroom, their assessment practices, and their teaching pedagogy for innovative learning.

Article: Is there a relationship between literacy and long-term economic growth?

The authors of this article summarize the findings from their research paper 'Literacy and Growth: Policy Implications of New Evidence From PIAAC' that discusses the impact of differences in average adult literacy and numeracy skills and the distribution of literacy skill by proficiency levels on labor productivity and GDP. This research paper uses data from the PIAAC study.

Article: Gender gap in STEM fields could be due to girls’ reading skills, not math ability

In the article, 'Gender gap in STEM fields could be due to girls’ reading skills, not math ability', the author, Stephanie De Marco, states that it is not that girls are poor in their math skills, it is because they are more inclined towards reading and this is why there are fewer girls in the STEM field careers. This became apparent from a study conducted by Thomas Breda and Clotilde Napp using data from the PISA study.