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E-BOOK
Title Schooling Across the Globe : What We Have Learned from 60 Years of Mathematics and Science International Assessments.
Imprint New York : Cambridge University Press, 2018.

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 Internet  Electronic Book    AVAILABLE
Description 1 online resource (340 pages)
Note Implemented Curriculum.
Available only to authorized UTEP users.
Print version record.
Contents Cover; Half-title; Series information; Title page; Copyright information; Dedication; Contents; Figures; Tables; Series Editor's Foreword; Preface; Acknowledgments; Abbreviations; Part I The Historical Development of Modern International Comparative Assessments; Chapter 1 Beginning the Modern Investigation of the Role of Schooling across the Globe; Setting the Stage for the IEA; The Creation of the IEA; The IEA Founding Fathers; The Formation of the IEA; The Pilot Twelve-Country Study; First International Mathematics and Science Studies (FIMS and FISS).
Second International Mathematics and Science Studies (SIMS and SISS)Setting the Stage for the 1995 Third International Mathematics and Science Study (TIMSS-95); Paving the Way for the Next Phase; Chapter 2 The Arrival of TIMSS and PISA; From SIMS to TIMSS: Setting the Stage for the Next Phase of International Assessments; The Road Leading up to the Third International Mathematics and Science Study; The Third International Mathematics and Science Study Conceptual Model of Educational Opportunity; The Design, Execution, and Reporting of the Third International Mathematics and Science Study.
Video StudySecondary School (Generalists) Study; Secondary School (Specialists) Study; Performance Assessment Study; Case Studies Component; TIMSS-Repeat and Beyond: Trends in Mathematics and Science Studies; OECD and PISA; OECD Background; History of the OECD Study of Education; PISA History; Creating PISA Goals and Framework; PISA and TRENDS Together; Part II Conducting International Assessments in Mathematics and Science; Chapter 3 Who Participates in International Assessments?; Population Definitions; Sampling Design; Sampling in a Tracked System; Country Participation.
Types of Data CollectionChapter 4 What Students Know: From Items to Total Scaled Scores; Achievement vs. Literacy; Content Frameworks; Sampling the Domain: Breadth vs. Depth in Terms of Domain Coverage; The Items; Scaling; Ranking Countries; Chapter 5 Relating Assessment to OTL: Domain-Sensitive Testing; An Alternate Approach to Scaling Subdomains: Percent Correct Scores; Domain-Sensitive Assessments; Toward Curriculum Sensitive Measurement in IEA Studies; Test-Curriculum Match Analysis in IEA Studies; Curriculum-Sensitive Test Score Analysis in TIMSS-95; Returning to Total Test Scores.
Performance and Opportunity to LearnA Final Thought; Chapter 6 The Evolution of the Concept of Opportunity to Learn; Development of a Curriculum Model; The Relationship between Time and OTL; OTL Measurement in Early IEA International Assessments; OTL Measurement in the PISA 2012 International Assessment; Chapter 7 The 1995 TIMSS Curriculum Analysis and Beyond; The Intended Curriculum; Textbooks: The Potentially Implemented Curriculum; Topic Trace Mapping; Implemented Curriculum; The Structure of Curriculum; Trends in International Mathematics and Science Studies; Intended Curriculum.
Summary This research examines 17 international assessments over 60+ years highlighting the critical role that schooling plays around the world.
Other Author Houang, Richard T.
Cogan, Leland S.
Solorio, Michelle L.
Other Title Print version: Schmidt, William H. Schooling Across the Globe : What We Have Learned from 60 Years of Mathematics and Science International Assessments. New York : Cambridge University Press, ©2018 9781107170902