Assessing National Achievement Levels in Education
Vincent Greaney, Thomas Kellaghan
World Bank Publications, 2008 - Education - 161 pages
The National Assessments of Educational Achievement Series introduces readers to key concepts and issues related to assessments of student achievement levels. The first volume focuses on policy issues which should be addressed when designing and carrying out a national assessment. It features country case studies, and descriptions of major international and regional assessment programs. The remaining books in the series cover test development, sampling, data cleaning, statistics, report writing and using national assessment results to improve educational quality.
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achievement levels Achievement tests analysis appendix Argentina assessment instruments Assessment of Educational average benchmark carried Chile Chinese Taipei classroom Colombia CONFEMEN Côte d’Ivoire curricula curriculum areas deﬁned differences difﬁcult education system Educational Achievement Evaluation example factors ﬁgure ﬁnal ﬁndings ﬁrst ﬁve framework gender grade identiﬁed identify implementing agency included international assessments international studies Kellaghan language Lesotho Level II Level Malawi mathematics mathematics and science mean scores ment ministry of education monitor NAEP Namibia national assessment numeracy OECD ofﬁcials participating countries percent Percentage of Students PIRLS PISA policy makers problems procedures proﬁciency level public examinations pupils reading literacy reﬂect regional Republic response SACMEQ Sample or population scientiﬁc signiﬁcant SIMCE Source South Africa speciﬁc stakeholders statistical student achievement Tanzania technical test administration test items test score tests and questionnaires TIMSS tion Tunisia Uganda UNEB UNESCO Uruguay World Bank Zambia Zimbabwe
Page 124 - Level 1 students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are obvious and follow immediately from the given stimuli.
Page 124 - They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterisations, and insight pertaining to these situations.
Page 124 - At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic ones, linking them directly to aspects of realworld situations.
Page 124 - At Level 3, students can execute clearly described procedures, including those that require sequential decisions. They can select and apply simple problem-solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They can develop short communications reporting their interpretations, results and reasoning.
Page 37 - mathematical literacy" as an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned, and reflective citizen.
Page 124 - Level 6 students can conceptualise, generalise, and utilise information based on their investigations and modelling of complex problem situations. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding along with a mastery of symbolic and formal mathematical operations and relationships to develop new approaches and...
Page 124 - These students can apply this insight and ™ understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations.
Page 124 - At Level 2 students can interpret and recognise situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions. They are capable of direct reasoning and making literal interpretations of the results.
Page 115 - PIRLS defines reading literacy as "the ability to understand and use those written language forms required by society and/or valued by the individual. Young readers can construct meaning from a variety of texts. They read to learn, to participate in communities of readers, and for enjoyment