Relevant bibliographies by topics / International Association for the Evaluation of Educational Achievement (IEA)

Academic literature on the topic 'International Association for the Evaluation of Educational Achievement (IEA)'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "International Association for the Evaluation of Educational Achievement (IEA)"

1

Majoros, Erika, Monica Rosén, Stefan Johansson, and Jan-Eric Gustafsson. "Measures of long-term trends in mathematics: linking large-scale assessments over 50 years." Educational Assessment, Evaluation and Accountability 33, no. 1 (February 2021): 71–103. http://dx.doi.org/10.1007/s11092-021-09353-z.

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AbstractInternational comparative assessments of student achievement are constructed to assess country-level differences and change over time. A coherent understanding of the international trends in educational outcomes is strongly needed as suggested by numerous previous studies. Investigating these trends requires long-term analysis, as substantial changes on the system level are rarely observed regarding student outcomes in short periods (i.e., between adjacent international assessment cycles). The present study aims to link recent and older studies conducted by the International Association for the Evaluation of Educational Achievement (IEA) onto a common scale to study long-term trends within and across countries. It explores the comparability of the achievement tests of the Trends in International Mathematics and Science Study and previous IEA studies on mathematics in grade eight. Employing item response theory, we perform a concurrent calibration of item parameters to link the eight studies onto a common scale spanning the period from 1964 to 2015 using data from England, Israel, Japan, and the USA.
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Schulz-Zander, Renate, and Annabell Preussler. "Selbstreguliertes und kooperatives Lernen mit digitalen Medien – Ergebnisse der SITE-Studie und der SelMa-Evaluation." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 4, Jahrbuch Medienpädagogik (August 12, 2017): 211–28. http://dx.doi.org/10.21240/mpaed/retro/2017.08.12.x.

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Der vorliegende Beitrag stellt Ergebnisse zum selbstregulierten und kooperativen Lernen aus zwei vom Institut für Schulentwicklungsforschung der Universität Dortmund durchgeführten Studien vor. Es handelt sich um die deutschen Ergebnisse der Second Information Technology in Education Study – Module 2 (SITES M2) der International Association for the Evaluation of Educational Achievement (IEA) und der Evaluation des Modellversuchs „Selbstlernen in der gymnasialen Oberstufe – Mathematik (SelMa)“.
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Lay, Yoon Fah, and Khar Thoe Ng. "A COMPARISON OF SCHOOL CLIMATE WITH TIMSS 2015 SCIENCE ACHIEVEMENT AMONG SOUTH-EAST AND EAST ASIAN COUNTRIES." Journal of Baltic Science Education 20, no. 5 (October 10, 2021): 790–810. http://dx.doi.org/10.33225/jbse/21.20.790.

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Since 1995, the International Association for the Evaluation of Educational Achievement (IEA) implemented the Trends in International Mathematics and Science Study (TIMSS) as an international comparative study. This article aims at identifying the correlations of science classroom instructions with TIMSS science achievement of eighth graders among countries in Southeast Asia and East Asia. The freely downloadable secondary data were analyzed using a plug-in for SPSS, i.e., the International Database (IDB) Analyzer (version 4.0) of IEA using an imputation methodology involving plausible values so that student’s performance can be reported. This study found that Southeast and East Asian countries with high average science achievement adequately emphasized academic success, have teachers with job satisfactions well as facing few challenges, have students with sense of belonging to school. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. Keywords: Classroom instructions, comparative study, leadership motivation, science achievement, TIMSS
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Hrytsenchuk, Olena O. "ІНФОРМАЦІЙНО-КОМУНИКАЦІЙНА КОМПЕТЕНТНІСТЬ УЧНІВ ЯК АСПЕКТ МОНІТОРИНГУ (ДОСВІД МІЖНАРОДНИХ ПОРІВНЯЛЬНИХ ДОСЛІДЖЕНЬ ОEСD ТА IEA)." Information Technologies and Learning Tools 38, no. 6 (December 25, 2013): 1–12. http://dx.doi.org/10.33407/itlt.v38i6.958.

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У статті висвітлено досвід міжнародних організацій: Міжнародної асоціації оцінювання навчальних досягнень (The International Association for the Evaluation of Educational Achievement - IEA) та Організації з економічного спiвробiтництва та розвитку ОЕСР (Organisation for Economic Cooperation and Development – ОEСD) щодо моніторингових досліджень інформаційно-комунікаційної компетентності (ІК-компетентності) учнів загальноосвітніх навчальних закладів; подано аналіз загальних підходів до моніторингових досліджень ІК-компетентності учнів у країнах Європи на сучасному етапі. Визначено особливості, загальні тенденції та перспективні шляхи розвитку.
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Suter, Larry E. "How international studies contributed to educational theory and methods through measurement of opportunity to learn mathematics." Research in Comparative and International Education 12, no. 2 (June 2017): 174–97. http://dx.doi.org/10.1177/1745499917711549.

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The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew from a small effort in 1959 to a much larger efforts by 1995 to explain whether countries with high achievement were more likely to teach advanced mathematics. In general, the relationship of coverage of a mathematics topic was weakly related to the level of mathematics performance, but did have some effect on growth. This paper finds that differences in measurement methods of OTL across the studies greatly affected the outcome of the relationship. Recent Program for International Student Achievement (PISA) analyses indicate that the relationship between OTL and student achievement might be described as a curvilinear relationship. Countries with lower achievement are more likely to be affected by curriculum coverage than are high-performing countries.
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Zabulionis, Algirdas. "Similarity of TIMSS Math and Science Achievement of Nations." education policy analysis archives 9 (September 14, 2001): 33. http://dx.doi.org/10.14507/epaa.v9n33.2001.

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In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA) undertook a Third International Mathematics and Science Study (TIMSS) in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy) for the students from a particular country (or group of countries). Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.
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Hrytsenchuk, Olena O. "ГЕНДЕРНИЙ ПІДХІД У МОНІТОРИНГОВИХ ДОСЛІДЖЕННЯХ ІК-КОМПЕТЕНТНОСТІ УЧНІВ В ОСВІТНІЙ ПРАКТИЦІ КРАЇН ЄВРОПИ." Information Technologies and Learning Tools 37, no. 5 (October 31, 2013): 20–28. http://dx.doi.org/10.33407/itlt.v37i5.908.

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У статті проаналізовано гендерний підхід у моніторингових дослідженнях інформаційно-комунікаційної компетентності (ІК-компетентності) учнів загальноосвітніх навчальних закладів у країнах Європи на сучасному етапі. Висвітлено результати досвіду таких міжнародних організацій як ООН, ЮНЕСКО, ЮНІСЕФ, Міжнародної асоціації оцінювання навчальних досягнень (The International Association for the Evaluation of Educational Achievement - IEA), Організації Економічного Спiвробiтництва та Розвитку ОЕСР (Organisation for Economic Cooperation and Development – ОEСD) щодо моніторингових досліджень ІК-компетентності учнів. Визначено особливості, загальні тенденції та перспективні шляхи розвитку.
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Husfeldt, Vera, and Roumiana Nikolova. "Students' Concepts of Democracy." European Educational Research Journal 2, no. 3 (September 2003): 396–409. http://dx.doi.org/10.2304/eerj.2003.2.3.6.

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In addition to assessing the civic knowledge and skills of adolescents, examining students' concepts of democracy was an important aspect of the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study. Based on theories and previous research with adults and youth in this area, a set of survey items was developed to cover several models of democracy. In the 1999 IEA Civic Education Study of 14 year olds, the confirmatory factor analysis showed one factor with items relating to the generic or rule of law model. A second factor, participatory democracy, did not meet IEA scaling standards. In contrast, confirmatory factor analysis of upper secondary school students' data revealed a three-factor solution for the democracy items, suggesting that they have more differentiated concepts of democracy than 14 year olds.
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Menezes, Isabel. "Introduction." European Educational Research Journal 2, no. 3 (September 2003): 363–65. http://dx.doi.org/10.2304/eerj.2003.2.3.2.

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The articles assembled in this issue of EERJ represent a considerable amount of consistent knowledge on civic education across Europe. They were produced as a variety of particular studies developed by some of the 20 countries that participated in the International Association for the Evaluation of Educational Achievement (IEA) International Civic Education Project, initiated in 1994. This set of studies followed, re-examined or expanded the results of the second phase of the general study, looking at particular dimensions, combining or expanding aspects worked within the study, now focused on more restricted universes, or confined to more specific dimensions
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Lay, Yoon Fah, and Khar Thoe Ng. "CORRELATES OF SCIENCE CLASSROOM TEACHING WITH SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 425–50. http://dx.doi.org/10.33225/pec/21.79.425.

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Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. Keywords: TIMSS, comparative study, classroom teachings, science achievement
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Books on the topic "International Association for the Evaluation of Educational Achievement (IEA)"

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Hahn, Carole. IEA Civic Education Project: Phase I: the United States. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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Patrick, Griffin, ed. Mathematics achievement in Hong Kong secondary schools: A report on the conduct in Hong Kong of the second international mathematics study within the International Association for the Evaluation of Educational Achievement. [Hong Kong]: Centre of Asian Studies, University of Hong Kong, 1985.

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Fah, Lay, Ng Khar Thoe, and Suma Parahakaran. Contributing Factors to TIMSS 2011 Eighth Graders’ Science Achievement: A Comparison between Malaysia and Singapore. UMS Press, 2020. http://dx.doi.org/10.51200/timsssumspress2020-978-967-2962-00-7.

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Trends in International Mathematics and Science Study (TIMSS) is one of the projects of the International Association for the Evaluation of Educational Achievement (IEA), located at Amsterdam, The Netherlands and Hamburg, Germany. IEA is an independent cooperative of national educational research institutions and governmental research agencies dedicated to improving education. TIMSS is conducted regularly for every four years to assess students’ achievement in science and mathematics at both the fourth and eighth grades. The project is dedicated to providing participating countries with information to improve teaching and learning in science and mathematics. This book is written especially for the interest of undergraduate students, postgraduate students, and educators of science education who wish to know more about the contributing factors to Grade 8 students’ science achievement in TIMSS. This book is also resourceful for individuals who are involved, directly or indirectly, in the administration and implementation of TIMSS at the national, state, district, and school levels. This book consists of seven chapters. The first chapter gives a brief introduction to TIMSS which includes the TIMSS curriculum model and TIMSS science assessment frameworks. The subsequent chapters compare the contribution of various factors, i.e., home environment support, school resources, school climate, teacher preparation, and classroom instructions on Malaysian and Singaporean Grade 8 students’ science achievement in TIMSS 2011. Last but not least, recommendations on ways to improve Malaysian Grade 8 students’ science achievement in the forthcoming TIMSS are suggested based on the experiences of the Singaporean education system.
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Vennemann, Mario, Birgit Eickelmann, Amelie Labusch, and Kerstin Drossel, eds. ICILS 2018 #Deutschland. Dokumentation der Erhebungsinstrumente der zweiten Computer and Information Literacy Study. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830993278.

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Mit der international vergleichenden Schulleistungsstudie ICILS 2018 (International Computer and Information Literacy Study) wurden zum zweiten Mal die computer- und informationsbezogenen Kompetenzen von Achtklässlerinnen und Achtklässlern in Deutschland im internationalen Vergleich untersucht. Zudem wurden erstmals im Rahmen eines internationalen Zusatzmoduls die Kompetenzen im Bereich ‚Computational Thinking‘ getestet. Darüber hinaus wurden mit der Studie ICILS 2018 umfangreiche Rahmendaten zum Erwerb dieser Kompetenzen mittels Hintergrundfragebögen für Schülerinnen und Schüler, Lehrpersonen, Schulleitungen und IT-Koordinatorinnen und IT-Koordinatoren erfasst. Zudem wurden erstmals im Rahmen eines internationalen Zusatzmoduls, an dem sich auch Deutschland beteiligte, die Kompetenzen im Bereich 'Computational Thinking' erhoben. Mit dieser Publikation werden die im Rahmen der Studie in Deutschland eingesetzten Erhebungsinstrumente dokumentiert. Die Dokumentation der Instrumente umfasst sowohl die international eingesetzten Instrumente in der deutschen Fassung als auch die nationalen Ergänzungen, die zusätzlich für Deutschland entwickelt wurden. Diese Dokumentation ergänzt die von der IEA (International Association for the Evaluation of Educational Achievement) vorgelegten Materialen zur Studie. Die nationale Dokumentation der Erhebungsinstrumente richtet sich an Wissenschaftlerinnen und Wissenschaftler ebenso wie an interessierte Akteurinnen und Akteure aus der Bildungsadministration und der schulischen Praxis.
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Travers. Second Study of Mathematics Detailed Report: Underachiever Curriculum, International Association for Evaluation of Educational Achievement. Stipes Pub Llc, 1986.

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International Association for the Evaluation of Educational Achievement. and New Zealand. Dept. of Education., eds. Mathematics achievement in New Zealand secondary schools: A report on the conduct in New Zealand of the Second International Mathematics Study within the International Association for the Evaluation of Educational Achievement. Wellington, N.Z: Dept. of Education, 1987.

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Lessons Learned: What International Assessments Tell Us about Math Achievement. Brookings Institution Press, 2007.

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Lessons Learned: What International Assessments Tell Us About Math Achievement. Brookings Institution Press, 2007.

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Book chapters on the topic "International Association for the Evaluation of Educational Achievement (IEA)"

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Barber, Carolyn, and Judith Torney-Purta. "International Association for the Evaluation of Educational Achievement (IEA): Civic Education Study of 1999." In Encyclopedia of Quality of Life and Well-Being Research, 3315–21. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_393.

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Evans, Jeff. "Adult skills surveys and transnational organisations: globalising educational policy." In Data in Society, 65–78. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348214.003.0006.

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Organisations like OECD, IEA (International Association for the Evaluation of Educational Achievement) and the EU are increasingly involved in the production of transnational data. They function as key agencies for changing education and lifelong learning policy, promoting human capital approaches, and ‘governing by data’. I consider their growing role in assessing the efficiency of education and training systems. Particularly important in their organisational strategies are large-scale international performance surveys for school-age pupils, such as OECD’s PISA and IEA’s TIMSS. PISA for Development is addressing the problem that, in low income countries, not all 15 year olds can be surveyed at school. PIAAC, the Project for the International Assessment of Adult Competencies, has so far reported results in 33 countries, in 2013 and 2016. It focuses on three domains considered basic for adults in industrial and ‘knowledge’ economies: namely, literacy, numeracy, and problem solving in technology-rich environments, and on attitudes to and reported use of such skills. It uses electronic administration as a default, complex sampling designs, and statistical modelling to estimate the adult’s skill levels. I raise methodological issues relevant to the valid interpretation of such surveys and locate them in general policy developments, including globalisation.
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"Current Approaches to the Development of Learning and Improving Reading Attractiveness for the Readers of Different Levels." In Dyslexia and Accessibility in the Modern Era, 57–68. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4267-5.ch004.

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The chapter covers the notions of illiteracy, literacy, and their development to the current moment. The authors present the notion of functional literacy specified by the UNESCO experts. A more detailed definition of functional literacy is to be found in the study Progress in International Reading Literacy Study (PIRLS). It is possible to perceive the reader's literacy based on age or different planes. The chapter contains information about research focused on the age: PIRLS handled by IEA (International Association for the Evaluation of Educational Achievement) and the PISA research organized by The Organisation for Economic Co-operation and Development (OECD). Both kinds of research focus on the reader's literacy and their authors provide their own definitions that differ based on age. There are various different approaches to increase the attractiveness of reading. The authors introduce at least some of them as an inspiration. One part is dedicated to the development of reader literacy in individuals with dyslexia.
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Conference papers on the topic "International Association for the Evaluation of Educational Achievement (IEA)"

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Mālere, Agnese, and Linda Mihno. "Different Aspects of Education and Teaching Systems to Ensure High Achievement for 4th Grade Students and 15-Year-Olds." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.42.

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Student high achievement in different countries are the main topic in every Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment’s (PISA), International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS), IEA Trends in International Mathematics and Science Study (TIMSS) testing cycles. Increasingly relevant for many countries becomes the high achievement for their students in order to be able to provide high quality education and to be able to prepare students for their future studies in high-level competence. The aim of the research is to analyse national education and learning systems, standards and curriculums, teachers’ recruitment, teachers’ induction and the autonomy over classroom activities, including teaching methods teachers use in the classroom, how they plan and prepare lessons, in order to identify possible factors that could affect Latvian learners achievement by comparing countries who have higher student achievement than Latvian students or have the same achievement level or situation in OECD PISA, IEA TIMSS and IEA PIRLS surveys. In the analysis it is taken into account that in Latvia the approach of the competencies in the content of studies is only gradually introduced since 2021, it will be possible to fully compare results of Latvia with high-achieving countries only at the next research cycles.
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Geske, Andrejs, Rita Kiseļova, and Olga Pole. "Quality of Education in Latvian Municipalities and State Cities – Results of International Studies and State Examinations." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.58.

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In 2021 a new Law on Administrative Territories and Populated Areas came into force in the Republic of Latvia. To reduce fragmentation, the number of municipalities and State cities was reduced from 119 to 43. There were no changes in 11 local governments, however, other new structures were formed by merging two to eight local governments. On the one hand, these changes are creating new challenges in the education process and institution management, but on the other hand – larger local governments with larger numbers of schools and students opens up new opportunities. One of the opportunity is to make a more accurate assessment of student achievement, which characterizes the performance of a local government’s educational institutions. The aim of this article is to show that despite the great differences between local governments (e. g. population differences from 3 to 614 thousand) it is possible to assess the quality of education in local governments by using data from state examinations and international comparative education studies. Over the last few years Latvia has taken part in IEA (International Association for the Evaluation of Educational Achievement), ICCS (International Civic and Citizenship Education Study), PIRLS (Progress in International Reading Literacy Study), and TIMSS (Trends in International Mathematics and Science Study), as well as in OECD PISA (Programme for International Student Assessment). To obtain the results the data were used from all mentioned studies. This article was supported by European Social Fund project No. 8.3.6.2/17/I/001
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Kampmane, Kristine, Andrejs Geske, and Antra Ozola. "The Influence of Family Socioeconomic Status on Students’ Self-Beliefs in Large Scale Studies." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.63.

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The prolonged pandemic situation that left its damaging footprints not only in global economy but in many families, struggling with options to maintain their pre-pandemic income levels and social status, has raised the issue about the impact of family socioeconomic status (SES) on child’s personality, especially self-beliefs. It has been previously studied that SES has a significant impact on child’s academic achievement. Inherited social status has been the subject of studies for many years, and some researchers argue that it is rooted in the child’s self-beliefs. The aim of this article is to examine the impact of family SES factors. The research question for this study is as follows: does family SES impact significantly primary school students’ academic self-beliefs? To evaluate the significance of factor impact, the authors used linear regression models where the dependent variable was students’ self-beliefs, but family SES and students’ achievement were the independent variables. The authors analysed the students’ questionnaire data collected from such studies as the International Association’s for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS) 2016, Trends in International Mathematics and Science Study (TIMSS) 2019, International Civic and Citizenship Education Study (ICCS) 2016 and OECD Programme for International Student Assessment (PISA) 2018. In particular, the students’ questionnaire data from countries around the Baltic Sea were explored. The results of this study demonstrated a small but significant impact of family SES on the child’s self-perception. If SES was analysed in linear regression models together with achievement, the models explained variations from 16–25% for academic self-concept in reading, 14–27% for academic self-concept in Mathematics, 3–13% for academic self-concept in Science of Grade 4 students, and 1–7% of variation for Grade 8 students’ self-efficacy in citizenship, 10–18% of variation for 15 year old students’ academic self-concept in reading, 2–7% for academic self-concept in finance, and 6–12% of 15 year old students’ global self-efficacy.
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Geske, Andrejs, Kristine Kampmane, and Antra Ozola. "The Influence of School Factors on Students’ Self-Concept: Findings from PIRLS 2016." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.16.

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In recent years, studies have put emphasis on school not only as an institution for academic achievement but also as an environment for social-emotional development, learning and shaping students’ attitudes and beliefs. There are studies that show the correlation between the environment and development of a child’s self-concept, as well as the correlation between self-concept and school anxiety. The studies have discovered very strong relationship between school success factors such as enjoyment, engagement and achievement and the school’s climate. However, there are many unknown answers to the question how significant the role of school is in shaping child’s awareness of self, self-confidence, self-concept, self-efficacy and self-esteem. The purpose of this study is, first, to analyse different studies on the impact of school on students’ self-concept, academic self-concept and self-efficacy and, second, to identify school factors that influence students’ self-concept from the PIRLS 2016 study. The research question is as follows: which school level factors influence students’ academic self-concept? Authors of this article used linear regression, correlation and frequency analysis of the International Association’s for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS) 2016 data from 8 countries around the Baltic Sea. The results showed that the 4th graders’ academic self-concept in reading correlated with reading achievement and engagement in reading lessons, self-concept had a negative correlation with bullying, absenteeism from school and tiredness during school day. Overall, the authors of this article found that in the PIRLS 2016 study the direct impact of school factors on students’ academic self-concept in reading is very low.
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Morris, Lloyd, Dunia Duque, Olga Jasmin Salazar De Morris, Homero Murzi, and Sandra Milena Durán Omaña. "Student motivation in the teaching process during the Covid 19, an experience of the international exchange for the learning of control charts." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002377.

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COVID-19 has generated changes in education systems that impact the main authors of the system: teachers and students. As an alternative, most of the university courses have been taught remotely (IESALC 2020). Using the contribution of industrial engineering teachers from the universities involved, opportunities are evident to strengthen the teaching-learning processes that were incorporated in the design of the process, since the academic motivation of the students depends to a large extent on the perceptions in relation to their experiences in class (Jones, 2015). Additionally, there are multiple learning options in open pedagogical practices (Paviotti et al 2020), and in open educational practices (Ehlers et al 2020), (Axe et al 2020), (Marchisio et al 2020), which corresponds to innovative and attractive pedagogies that incorporate open evaluation, open collaboration and in itself open teaching processes.Considering the concepts of open education, added to the international exchange policies of the universities: Universidad Austral de Chile and Universidad Tecnológica de Pereira, an experience international exchange is planned for control graphics students, incorporating pedagogical strategies with a pragmatic approach in the solution of international cases of control charts and where collaborative work between academic peers complement the academic experience.The objective of the research was to analyze the motivational beliefs of the students at the level of the control graph domain, using the “Expectations Value Model” (Eccles and Wigfield 2000), compared to two moments: the one before the academic exchange and after the same, in which pragmatic approaches are incorporated in the applications of statistical control, taking advantage of internationalization scenarios. Therefore, the purpose of the research is to determine if there are statistically significant differences in the beliefs of the students of the statistical control analyzed at the beginning and at the end of the academic exchange of the 2021 semester.The present study is an inferential statistical investigation on academic motivation in students of statistical process control, in remote exchange learning. For this reason, it was decided to use the two-sample hypothesis test for dependent samples suggested by (Lind et al 2019) and (Anderson et al 2020), an initial hypothesis was defined: the mean assessment of motivation after the international exchange should be superior to the initial evaluation of the control chart students.The results of the statistical analysis carried out confirm the initial general hypothesis raised and verify that the change in the didactic strategy in international exchange after COVID-19 has a significant influence on the motivational beliefs of the students, where the factors of academic motivation with better evolution after the academic exchange are in hierarchical order: utility value, followed by achievement value, closing with satisfaction value. As for the elements that were better valued and with greater evolution at the initial moment for the utility is having a solid formation in process control, and for the achievement, it is to carry out the graphic activities well; while for satisfaction or interest, the one with the highest value is the expectation of believing in what will be done well with the knowledge acquired, but the element with the greatest evolution with respect at the initial moment is the expectation of standing out in mathematics and statistics.The process of association of categories of the expectation value model was possible to establish the levels of relationship between the expectation of success, the value of achievement, and the value of utility that the students perceived as positive from the academic exchange process. Therefore, the design and facilitation of the course generated benefits in the observed motivational aspect, so that the work of teachers in remote learning situations in circumstances uncertain as COVID-19, will find in the design of international exchanges, significant experiences that can positively impact the motivation of students, which leads to scenarios with specific behaviors more favorable for learning.
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Reports on the topic "International Association for the Evaluation of Educational Achievement (IEA)"

1

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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