| Salas-Velasco, Manuel, Moreno-Herrero, Dolores, Sanchez-Campillo, Jose |
2021 |
Teaching financial education in schools and students' financial literacy |
| Ding, Yi, Yang Hansen, Kajsa, Klapp, Alli |
2023 |
Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method |
| Jerrim, John, Parker, Philip D., Shure, Nikki |
2023 |
The big-fish-little-pond effect and overclaiming |
| 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 |
| Yurtcu, Meltem, Kelecioğlu, H. , Boone, Edward |
2021 |
The comparison of the equated tests scores by various covariates using Bayesian nonparametric model |
| 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 |
| Tumen, Semih |
2021 |
The effect of refugees on native adolescents' test scores |
| Mariel, Petr, Sanko, Nobuhiro, Vega-Bayo, Ainhoa |
2021 |
The effect of the free high school tuition law on upper-secondary school choice in Japan |
| Steinmann, Isa, Strello, Andrés, Strietholt, Rolf |
2023 |
The effects of early between-school tracking on gender segregation and gender gaps in achievement |
| Hu, Jie, Yu, Rushi |
2021 |
The effects of ICT-based social media on adolescents' digital reading performance |
| Valdés, Manuel T. |
2021 |
The evolution of educational expectations in Spain (2003-2018) |
| Choi, Álvaro |
2018 |
The evolution of educational inequalities in Spain |
| Rindermann, Heiner , Becker, David |
2023 |
The future of intelligence |
| Verger, Antoni, Parcerisa, Lluis, Fontdevila, Clara |
2019 |
The growth and spread of large-scale assessments and test-based accountabilities |
| Lagravinese, Raffaele, Liberati, Paolo, Resce, Giuliano |
2020 |
The impact of economic, social and cultural conditions on educational attainments |
| Gabriel, Florence, Buckley, Sarah, Barthakur, Abhinava |
2020 |
The impact of mathematics anxiety on self-regulated learning and mathematical literacy |
| Arikan, Serkan, Özer, Ferah, Şeker, Vuslat, Ertaş , Güneş |
2020 |
The importance of sample weights and plausible values in large-scale assessments |
| Courtney, Matthew, Karakus, Mehmet, Ersozlu, Zara, Nurumov, Kaidar |
2022 |
The influence of ICT use and related attitudes on students' math and science performance |
| Steinmann, Isa, Rutkowski, Leslie |
2023 |
The link between gender gaps in school enrollment and school achievement |
| Hossain, Mobarak |
2023 |
The linkage between school autonomy and inequality in achievement in 69 countries |
| Sellar, Sam, Lingard, Bob |
2014 |
The OECD and the expansion of PISA |
| Landahl, Joakim |
2020 |
The PISA calendar |
| Fiore, Brunella, Poliandri, Donatella |
2020 |
The Programme for international student assessment and Google |
| Kampa, Nele, Scherer, Ronny, Saß, Steffani, Schipolowski, Stefan |
2021 |
The relation between science achievement and general cognitive abilities in large-scale assessments |
| Tan, Cheng Yong, Dimmock, Clive |
2022 |
The relationships among between-class ability grouping, teaching practices, and mathematics achievement |
| 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 |
| Fischer, Jessica, He, Jia, Klieme, Eckhard |
2020 |
The structure of teaching practices across countries |
| Braun, Henry, von Davier, Matthias |
2017 |
The use of test scores from large-scale assessment surveys |
| Keller, Lena, Preckel, Franzis, Eccles, Jacquelynne S. , Brunner, Martin |
2022 |
Top-performing math students in 82 countries |
| Haeck, Catherine, Lefebvre, Pierre |
2021 |
Trends in cognitive skill inequalities by socio-economic status across Canada |
| Doyle, Ann Margaret |
2021 |
Twenty years on |
| Greve, Jane, Saaby, Morten, Rosdahl, Anders, Christensen, Vibeke Tornhøj |
2021 |
Uncertain occupational expectations at age 19 and later educational and labour market outcomes |
| 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 |
| Anaya, Lina, Iriberri, Nagore, Rey-Biel, Pedro, Zamarro, Gema |
2022 |
Understanding performance in test taking |
| Park, Hyun-Jeong, Lee, Dayeon, Park, Hyemin |
2023 |
Understanding students' problem-solving patterns |
| Poland, Susan, Plevyak, Linda |
2015 |
US student performance in science |
| Eichmann, Beate, Goldhammer, Frank, Greiff, Samuel, Brandhuber, Liene, Naumann, Johannes |
2020 |
Using process data to explain group differences in complex problem solving |
| Carnoy, Martin, Khavenson, Tatiana, Ivanova, Alina |
2015 |
Using TIMSS and PISA results to inform educational policy |
| Asadullah, M. Niaz, Perera, Liyanage Devangi H., Xiao, Saizi |
2020 |
Vietnam's extraordinary performance in the PISA assessment |
| Dang, Hai-Anh, Glewwe, Paul, Lee, Jongwook, Vu, Khoa |
2023 |
What explains Vietnam's exceptional performance in education relative to other countries? |
| Barra, Cristian, Boccia, Marinella |
2022 |
What matters in educational performance? |
| Pepper, David |
2020 |
When assessment validation neglects any strand of validity evidence |
| Acosta, Felicitas |
2020 |
Who is setting the agenda? |
| Porcu, Mariano, Sulis, Isabella, Usala, Cristian, Giambona, Francesca |
2023 |
Will the gap ever be bridged? |
| Hillier, Cathlene, Sano, Yujiro, Zarifa, David, Haan, Michael |
2020 |
Will they stay or will they go? |
| Lundgren, Erik, Eklof, Hanna |
2020 |
Within-item response processes as indicators of test-taking effort and motivation |
| Entrich, Steve R. |
2020 |
Worldwide shadow education and social inequality |
| Rappleye, Jeremy, Komatsu, Hikaru, Uchida, Yukiko, Krys, Kuba, Markus, Hazel |
2020 |
‘Better policies for better lives’? |