The PIRLS 2016 International Database has been made available for individuals interested in the data collected and analyzed as part of PIRLS 2016.
Through participating in successive TIMSS studies, Chinese Tapei could use the data produced to develop new programs to boost students’ confidence in and enjoyment of mathematics. Read more in the new IEA Compass Brief by Fou-Lai Lin
The new IEA Compass Brief article by David and Leslie Rutkowski (Indiana University, USA), finds that children who are bullied tend to do less well in math. Read the policy brief to gain a better understanding of the relationship between bullying and academics.
The ICCS 2016 Latin American Report and infographics have been released. in English and in Spanish
Carl O'Brien's article reports giving pupils access to laptops in the classroom has a negative effect, however, providing access to technology for teachers, rather than students, worked best.
This article by Dara Ramalingam is the second in a four-part blog series on the assessment of 21st-century skills.
From the Oxford University Centre for Educational Assessment, Therese N. Hoppenbeck and Jenny Lenkeit publish a policy brief that investigates ways of making PIRLS results more useful for practitioners.
Does teacher quality differ within and between countries? If so, by how much? Are teacher education and experience appropriate measures for such a broad concept as “teacher quality”?
UNESCO, co-hosting with IEA has released the international results of PIRLS and ePIRLS 2016