| Wu, Xiaopeng, Zhang, Yi, Wu, Rongxiu, Chang, Hua-Hua |
2022 |
A comparative study on cognitive diagnostic assessment of mathematical key competencies and learning trajectories |
| Mølstad, Christina E., Petterssonm, Daniel, Forsberg, Eva |
2017 |
A game of thrones |
| Rebai, Sonia, Ben Yahia, Fatma, Essid, Hedi |
2020 |
A graphically based machine learning approach to predict secondary schools performance in Tunisia |
| Xu, Haochen, Fang, Guangbao, Ying, Zhiliang |
2020 |
A latent topic model with Markov transition for process data |
| Aparicio, Juan, Landete, Mercedes, Monger, Juan F. |
2020 |
A linear ordering problem of sets |
| Gabriel, Florence, Signolet, Jason, Westwell, Martin |
2018 |
A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy |
| Wu, Yi-Jhen, Carstensen, Claus H., Lee, Jihyun |
2020 |
A new perspective on memorization practices among East Asian students based on PISA 2012 |
| Gimenez, Gregorio, Ciobanu, Denisa , Barrado, Beatriz |
2021 |
A proposal of spatial measurement of peer effect through socioeconomic indices and unsatisfied basic needs |
| Han, Yuting, Liu, Hongyun, Ji, Feng |
2022 |
A sequential response model for analyzing process data on technology-based problem-solving tasks |
| Sulis, Isabella, Giambona, Francesca, Porcu, Mariano |
2020 |
Adjusted indicators of quality and equity for monitoring the education systems over time |
| Thien, Lei Mee, Darmawan, I. Gusti Ngurah, Ong, Mei Yean |
2015 |
Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand |
| Ozkale, Abdullah, Erdogan, Emel Ozdemir |
2020 |
An analysis of the interaction between mathematical literacy and financial literacy in PISA |
| He, Jia, Chung, Joanne M., Van de Vijver, Fons J. R. |
2020 |
An examination of different scale usage correction procedures to enhance cross-cultural data comparability |
| Chang, Yu‐Wei, Hsu, Nan‐Jung, Tsai, Rung‐Ching |
2021 |
An item response tree model with not‐all‐distinct end nodes for non‐response modelling |
| Davis, Edward Rock, Wilson, Rachel, Dalton, Bronwen |
2020 |
Another slice of PISA |
| Rutkowski, Leslie, Svetina, Dubravka |
2014 |
Assessing the hypothesis of measurement invariance in the context of large-scale international surveys |
| Salas-Velasco, Manuel |
2020 |
Assessing the performance of Spanish secondary education institutions |
| Dinca, Marius Sorin, Dinca, Gheorghita, Andronic, Maria Letitia, Pasztori, Anna Maria |
2021 |
Assessment of the European Union's educational efficiency |
| Zehner, Fabian, Goldhammer, Frank, Sälzer, Christine |
2018 |
Automatically analyzing text responses for exploring gender-specific cognitions in PISA reading |
| Nalipay, Ma Jenina N., King, Ronnel B., Cai, Yuyang |
2020 |
Autonomy is equally important across East and West |
| |
2019 |
Beyond the competencies agenda in large scale international assessments |
| Coco, Giuseppe, Lagravinese, Raffaele, Resce, Giuliano |
2020 |
Beyond the weights |
| Dossey, John A., Funke, Joachim |
2016 |
Canadian and United States students' performances on the OECD's PISA 2012 problem-solving assessment |
| Suna, Hayri Eren , Tanberican, Hande, Özer, Mahmut |
2020 |
Changes in literacy of students in Turkey by years and school types |
| Stoet, Gijsbert, Geary, David C. |
2020 |
Check updates Sex-specific academic ability and attitude patterns in students across developed countries |
| Clarke, Tania |
2020 |
Children’s wellbeing and their academic achievement |
| Rindermann, Heiner , Kodila-Tedika, Oasis , Christainsen, Gregory |
2015 |
Cognitive capital, good governance, and the wealth of nations |
| Yaz, Ömer Volkan, Kurnaz, Mehmet Altan |
2020 |
Comparative analysis of the science teaching curricula in Turkey |
| Strohmaier, Anselm R. , Schiepe-Tiska, Anja, Chang, Yu-Ping, Müller, Fabian , Lin, Fou-Lai, Reiss, Kristina M. |
2020 |
Comparing eye movements during mathematical word problem solving in Chinese and German |
| Aparicio, Juan, Ortiz, Lidia, Santín, Daniel |
2021 |
Comparing group performance over time through the Luenberger productivity indicator: |
| Gromada, Anna, Rees, Gwyther, Chzhen, Yekaterina |
2021 |
Comparing inequality in adolescents' reading achievement across 37 countries and over time |
| Toprak, Emre, Gelbal, Selahattin |
2020 |
Comparison of classification performances of mathematics achievement at PISA 2012 with the artificial neural network, decision trees and discriminant analysis |
| Koyuncu, İlhan, Gelbal, Selahattin |
2020 |
Comparison of data mining classification algorithms on educational data under different conditions |
| Rowley, Kristie J., Edmunds, Chrisse C., Dufur, Mikaela J., Jarvis, Jonathan A., Silveira, Florencia |
2020 |
Contextualising the achievement gap |
| Goldhammer, Frank, Kroehne, Ulf, Hahnel, Carolin, De Boeck, Paul |
2021 |
Controlling speed in component skills of reading improves the explanation of reading comprehension |
| 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 |
| Högberg, Björn, Petersen, Solveig, Strandh, Mattias, Johansson, Klara |
2021 |
Determinants of declining school belonging 2000–2018 |
| Alpyssov, Akan, Mukanova, Zhazira, Kireyeva, Assel, Sakenov, Janat, Kervenev, Kabylgazy |
2016 |
Development of intellectual activity in solving exponential inequalities |
| Liu, Ruixue, Bradley, Kelly D. |
2021 |
Differential item functioning among English language learners on a large-scale mathematics assessment |
| Ning, Bo |
2020 |
Discipline, motivation, and achievement in mathematics learning |
| Dahlum, Sirianne, Knutsen, Carl Henrik |
2017 |
Do democracies provide better education? |
| Zhu, Yan, Kaiser, Gabriele |
2020 |
Do east Asian migrant students perform equally well in mathematics? |
| Contini, Dalit, Cugnata, Federica |
2020 |
Does early tracking affect learning inequalities? |
| Liu, Yuan, Hau, Kit-Tai, Zheng, Xin |
2018 |
Does instrumental motivation help students with low intrinsic motivation? |
| Zakharov, Andrey, Carnoy, Martin |
2021 |
Does teaching to the test improve student learning? |
| Strello, Andrés, Strietholt, Rolf, Steinmann, Isa, Siepmann, Charlotte |
2020 |
Early tracking and different types of inequalities in achievement |
| Yiu, Lisa |
2020 |
Educational injustice in a high-stakes testing context |
| 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 |
| Sahin, Füsun, Colvin , Kimberly F. |
2020 |
Enhancing response time thresholds with response behaviors for detecting disengaged examinees |
| Feniger, Yariv |
2020 |
Evidence-based decision making or a tunnel vision effect? |
| Chirkina, Tatiana, Khavenson, Tatiana, "Pinskaya, Marina, Zvyagintsev, Roman |
2020 |
Factors of student resilience obtained from TIMSS and PISA longitudinal studies |
| Baye, Ariane, Monseur, Christian |
2016 |
Gender differences in variability and extreme scores in an international context |
| Pivovarova, Margarita, Powers, Jeanne M. |
2019 |
Generational status, immigrant concentration and academic achievement |
| Altinok, Nadir, Angrist, Noam, Patrinos, Harry Anthony |
2018 |
Global data set on education quality (1965–2015) |
| Stray, Janicke H., Wood, Bronwyn |
2020 |
Global-local education policy dynamics |
| Skryabin, Maxim, Zhang, JingJing, Liu, Luman, Zhang, Danhui |
2015 |
How the ICT development level and usage influence student achievement in reading, mathematics, and science |
| Agasisti, Tommaso, Gil-Izquierdo, María, Han, Seong Won |
2020 |
ICT Use at home for school-related tasks |
| Başman, Münevver, Kutlu, Ömer |
2020 |
Identification of differential item functioning on mathematics achievement according to the interactions of gender and affective characteristics by Rasch Tree Method |
| Pizmony-Levy, Oren, Bjorklund, Peter Jr |
2018 |
International assessments of student achievement and public confidence in education |
| Sellar, Sam, Lingard, Bob |
2018 |
International large-scale assessments, affective worlds and policy impacts in education |
| Hann, Tristan |
2020 |
Investigating the impact of teacher practices and noncognitive factors on mathematics achievement |
| Koyuncu, İlhan |
2020 |
Investigation of mathematics-specific trend variables in PISA studies with neural networks and linear regression |
| 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 |
| Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Riley, Philip, Waldeyer, Julia |
2020 |
Job satisfaction of teachers and their principals in relation to climate and student achievement |
| Gustafsson, Jan-Eric |
2016 |
Lasting effects of quality of schooling |
| Turner, Ross |
2016 |
Lessons from PISA 2012 about mathematical literacy |
| Kim, Jonghun |
2020 |
Lifelong learning for (re)making future citizens through South Korean curriculum reforms and OECD PISA |
| Chiu, Mei-Shiu |
2020 |
Linear or quadratic effects of ICT use on science and mathematics achievements moderated by SES |
| Laukaityte, Inga, Rolfsman Ewa |
2020 |
Low, medium, and high-performing schools in the Nordic countries |
| Cuellar, Edwin, Partchev, Ivailo, Zwitser, Robert, Bechger, Timo |
2021 |
Making sense out of measurement non-invariance |
| 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 |
| Keller, Lena, Preckel, Franzis, Brunner, Martin |
2021 |
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school |
| Niemann, Dennis, Hartong, Sigrid, Martens, Kerstin |
2018 |
Observing local dynamics of ILSA projections in federal systems |
| Kaplan, David, Su, Dan |
2018 |
On imputation for planned missing data in context questionnaires using plausible values |
| Petko, Dominik, Cantieni, Andrea, Prasse, Doreen |
2017 |
Perceived quality of educational technology matters |
| Hodge, Kari J., Morgan, Grant B. |
2020 |
Proficiency classification and violated local independence |
| Ingvarson, Lawrence, Rowley, Glenn |
2017 |
Quality assurance in teacher education and outcomes |
| Jackson, Michelle, Khavenson, Tatiana, Chirkina, Tatiana |
2020 |
Raising the stakes |
| Jakubowski, Maciej, Pokropek, Artur |
2015 |
Reading achievement progress across countries |
| Torppa, Minna, Vasalampi, Kati, Eklund, Kenneth, Sulkunen, Sari, Niemi, Pekka |
2020 |
Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being |
| Kitsantas, Anastasia, Cleary, Timothy J., Whitebread, Aubrey, Cheema, Jehanzeb |
2020 |
Relations among classroom context, student motivation, and mathematics literacy |
| 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? |
| Bolden, David, Tymms, Peter |
2020 |
Standards in education |
| Leunda Iztueta, Ixiar, Garmendia Navarro, Inés, Etxeberria Murgiondo, Juan |
2017 |
Statistical matching in practice |
| Chi Keung, Chrysa Pui, Chu Ho, Esther Sui |
2020 |
Structure and agency in adolescents’ expectations of pursuing post-secondary education |
| Stoet, Gijsbert, Geary, David C. |
2017 |
Students in countries with higher levels of religiosity perform lower in science and mathematics |
| Bilican-Demir, Safiye |
2021 |
The characteristics of teachers in effective schools |
| 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 |
| Kang, Hana, Cogan, Leland |
2020 |
The differential role of socioeconomic status in the relationship between curriculum-based mathematics and mathematics literacy |
| Leme, Afonso Camara, Escardibul Josep-Oriol, Nunes, Luis Catela, Reis, Ana Balcao, Seabra, Carmo |
2020 |
The effect of a specialized versus a general upper-secondary school curriculum on students’ performance and inequality |
| Steinmann, Isa, Strello, Andrés, Strietholt, Rolf |
2023 |
The effects of early between-school tracking on gender segregation and gender gaps in 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 |
| Arikan, Serkan, Özer, Ferah, Şeker, Vuslat, Ertaş , Güneş |
2020 |
The importance of sample weights and plausible values in large-scale assessments |
| Sellar, Sam, Lingard, Bob |
2014 |
The OECD and the expansion of PISA |
| Landahl, Joakim |
2020 |
The PISA calendar |
| 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 |
| Schmidt, William H., Guo, Siwen, Houang, Richard T. |
2021 |
The role of opportunity to learn in ethnic inequality in mathematics |
| 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 |
| Yamamoto, Kentaro, Lennon, Mary Louise |
2018 |
Understanding and detecting data fabrication in large-scale assessments |
| Goos, Merrilyn, Kaya, Sila |
2020 |
Understanding and promoting students’ mathematical thinking |
| 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 |
| Rappleye, Jeremy, Komatsu, Hikaru, Uchida, Yukiko, Krys, Kuba, Markus, Hazel |
2020 |
‘Better policies for better lives’? |