| Miles, Rhea, Thompson, Tony |
2015 |
"I had no idea!" |
| Mølstad, Christina E., Petterssonm, Daniel, Forsberg, Eva |
2017 |
A game of thrones |
| Gabriel, Florence, Signolet, Jason, Westwell, Martin |
2018 |
A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy |
| Thien, Lei Mee, Darmawan, I. Gusti Ngurah, Ong, Mei Yean |
2015 |
Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand |
| Rutkowski, Leslie, Svetina, Dubravka |
2014 |
Assessing the hypothesis of measurement invariance in the context of large-scale international surveys |
| Zehner, Fabian, Goldhammer, Frank, Sälzer, Christine |
2018 |
Automatically analyzing text responses for exploring gender-specific cognitions in PISA reading |
| Dossey, John A., Funke, Joachim |
2016 |
Canadian and United States students' performances on the OECD's PISA 2012 problem-solving assessment |
| Rindermann, Heiner , Kodila-Tedika, Oasis , Christainsen, Gregory |
2015 |
Cognitive capital, good governance, and the wealth of nations |
| He, Jia, Van de Vijver, Fons J. R., Kulikova, Alena |
2017 |
Country-level correlates of educational achievement |
| Kaplan, David, McCarty, Alyn |
2013 |
Data fusion with international large scale assessments |
| Alpyssov, Akan, Mukanova, Zhazira, Kireyeva, Assel, Sakenov, Janat, Kervenev, Kabylgazy |
2016 |
Development of intellectual activity in solving exponential inequalities |
| Dahlum, Sirianne, Knutsen, Carl Henrik |
2017 |
Do democracies provide better education? |
| Liu, Yuan, Hau, Kit-Tai, Zheng, Xin |
2018 |
Does instrumental motivation help students with low intrinsic motivation? |
| Lin, Fou-Lai, Wang, Ting-Ying, Chang, Yu-Ping |
2018 |
Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics |
| Baye, Ariane, Monseur, Christian |
2016 |
Gender differences in variability and extreme scores in an international context |
| Altinok, Nadir, Angrist, Noam, Patrinos, Harry Anthony |
2018 |
Global data set on education quality (1965–2015) |
| Skryabin, Maxim, Zhang, JingJing, Liu, Luman, Zhang, Danhui |
2015 |
How the ICT development level and usage influence student achievement in reading, mathematics, and science |
| Pizmony-Levy, Oren, Bjorklund, Peter Jr |
2018 |
International assessments of student achievement and public confidence in education |
| Sam Sellar, Bob Lingard |
2018 |
International large-scale assessments, affective worlds and policy impacts in education |
| Rutkowski, Leslie, Rutkowski, David, Zhou, Yan |
2016 |
Item calibration samples and the stability of achievement estimates and system rankings |
| Corey, Douglas Lyman, Lemon, Travis, Gilbert, Edward, Ninomiya, Hiroyuki |
2016 |
Japanese professional development |
| Gustafsson, Jan-Eric |
2016 |
Lasting effects of quality of schooling |
| Turner, Ross |
2016 |
Lessons from PISA 2012 about mathematical literacy |
| Rutkowski, David, Rutkowski, Leslie |
2013 |
Measuring socioeconomic background in PISA |
| Leder, Gilah C., Forgasz, H. J. |
2018 |
Measuring who counts |
| Vintila, Georgeta, Onofrei, Mihaela, Gherghina, Ştefan Cristian |
2017 |
Multidimensional data analysis towards assessing the European education systems |
| Lavrijsen, Jeroen, Nicaise, Ides |
2015 |
New empirical evidence on the effect of educational tracking on social inequalities in reading achievement |
| Lee, Jihyun, Stankov, Lazar |
2018 |
Non-cognitive predictors of academic achievement |
| Coyle, Thomas R. , Rindermann, Heiner , Hancock, Dale, Freeman, Jacob |
2018 |
Nonlinear effects of cognitive ability on economic productivity |
| Petko, Dominik, Cantieni, Andrea, Prasse, Doreen |
2017 |
Perceived quality of educational technology matters |
| Ingvarson, Lawrence, Rowley, Glenn |
2017 |
Quality assurance in teacher education and outcomes |
| Jakubowski, Maciej, Pokropek, Artur |
2015 |
Reading achievement progress across countries |
| Hwang, Jihyun |
2019 |
Relationships among locus of control, learned helpless, and mathematical literacy in PISA 2012 |
| Carnoy, Martin, Khavenson, Tatiana, Loyalka, Prashant, Schmidt, William H., Zakharov, Andrey |
2016 |
Revisiting the relationship between international assessment outcomes and educational production |
| Svetina, Dubravka, Liaw, Yuan‐Ling, Rutkowski, Leslie, Rutkowski, David |
2019 |
Routing strategies and optimizing design for multistage testing in international large‐scale assessments |
| Stankov, Lazar, Lee, Jihyun |
2017 |
Self-beliefs |
| Rutkowski, David, Rutkowski, Leslie, Plucker, Jonathan A. |
2014 |
Should individual U.S. schools participate in PISA? |
| Leunda Iztueta, Ixiar, Garmendia Navarro, Inés, Etxeberria Murgiondo, Juan |
2017 |
Statistical matching in practice |
| Stoet, Gijsbert, Geary, David C. |
2017 |
Students in countries with higher levels of religiosity perform lower in science and mathematics |
| Rindermann, Heiner , Thompson, James |
2016 |
The cognitive competences of immigrant and native students across the world |
| Hole, Arne, Grønmo, Liv Sissel, Onstad, Torgeir |
2018 |
The dependence on mathematical theory in TIMSS, PISA and TIMSS Advanced test items and its relation to student achievement |
| Choi, Álvaro |
2018 |
The evolution of educational inequalities in Spain |
| Verger, Antoni, Parcerisa, Lluis, Fontdevila, Clara |
2019 |
The growth and spread of large-scale assessments and test-based accountabilities |
| Sellar, Sam, Lingard, Bob |
2014 |
The OECD and the expansion of PISA |
| Ferrão, Maria Eugénia, Costa, Patrícia Mota, Matos, Daniel Abud Seabra |
2017 |
The relevance of the school socioeconomic composition and school proportion of repeaters on grade repetition in Brazil |
| Abazaoğlu, İlkay, Aztekin, Serdar |
2016 |
The role of teacher morale and motivation on students' science and math achievement |
| Braun, Henry, von Davier, Matthias |
2017 |
The use of test scores from large-scale assessment surveys |
| Poland, Susan, Plevyak, Linda |
2015 |
US student performance in science |
| Carnoy, Martin, Khavenson, Tatiana, Ivanova, Alina |
2015 |
Using TIMSS and PISA results to inform educational policy |