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Cognitive Abilities and Educational Outcomes. A Festschrift in Honour of Jan-Eric Gustafsson
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results. The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spent on teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding? This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills.
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Educational Policy Evaluation through International Comparative Assessments
- 2014
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- One of the most salient findings from the field of education is that there are huge national differences in student achievement as shown in international comparative studies like PISA and TIMSS. The shockingly large gap between the highest performing countries (mostly in East Asia) and many European countries corresponds to a difference in attainment of two years of schooling. Although this finding has been replicated in several studies, the reasons for and consequences of such differences are currently not well understood.
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| 4. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Attitudes and ambiguities – Teachers’ views on second foreign language education in Swedish compulsory school
- 2022
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Ingår i: In: C. Bardel, C. Hedman, K. Rejman & E. Zetterholm (Eds.), Exploring Language Education: Global and Local Perspectives. - Stockholm : Stockholm University Press. - 9789176351918 ; , s. 157-223
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Bokkapitel (refereegranskat)abstract
- The chapter focuses on Second foreign languages (SFLs) in Swedish compulsory school, a non-mandatory subject referred to as Modern languages in the national curricula. The study builds on results from a questionnaire answered by 315 teachers of French, German and Spanish at 186 schools across the country. After a background section comprising brief descriptions of the project (TAL) framing the study, and of SFL education in Sweden, the conceptual basis of the study is described, as is the iterative development of the questionnaire. Three areas of the questionnaire are focused upon: professional satisfaction, target language use, and the curricular status of Modern languages in Swedish compulsory school. These issues are under constant discussion in the Swedish language education context and they represent three different levels of education – the individual, pedagogical and structural levels. Within these areas, a certain degree of ambiguity can be traced concerning the relationship between some aspects of the teachers’ practices and perceptions, specifically regarding target language use in the classroom and the question whether the second foreign language should be mandatory or not in compulsory school. Furthermore, in spite of several negative issues being revealed regarding the workplace, a weak provision of in-service education, and perceived negative attitudes toward the subject Modern languages in the school and in the surrounding society, a majority of the respondents stated that they would become teachers again if they could do it all over again.
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| 5. |
- Erickson, Gudrun, 1950, et al.
(författare)
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Can That Be Done? - On Developing High-Stakes Summative Tests for Additional Formative Purposes
- 2012
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Ingår i: Presentation vid AERA 2012 Annual Meeting, Vancouver, Canada.
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Konferensbidrag (refereegranskat)abstract
- Based on an expanded view of validity, this presentation focuses on the collaborative development of high-stakes national tests of foreign languages in an assessment system that has both summative and formative aims. Students’ and teachers’ views are systematically collected in large-scale pre-testing rounds and analysed with a multifaceted research methodology. Results are used in creating information materials for formative use, composing tests and profiled reporting forms, and in setting standards. Examples are given of investigations of students’ views in relation to individual characteristics and performances, as well as of teachers’ opinions about the tests and reported use of results. Furthermore, studies of inter-rater consistency and of dimensionality are presented as components in the successive validation process.
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| 8. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Casual Effects of Computer Availability at Home on Grade 4 Reading Achievement Estimated from Country-Level Longitudinal Data
- 2015
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Ingår i: 6 th IEA International Research Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of the study is to investigate possible effects of home computer use on the reading achievement of grade 4 students. In previous research both negative and positive effects have been reported, but these contradictory findings are likely to be due to selection bias in the observational or quasi-observational designs that have been used. The current study takes advantage of the trend design of the PIRLS study, which allows for a difference-in-difference approach to estimation which controls for within-country selection bias, time-invariant country-level omitted variables, and random errors of measurement in independent and dependent variables. The study is based on data from The IEA Ten-Year Trend Study with 9 participating countries and the PIRLS 2001, 2006 and 2011 studies with 36, 45 and 47 participants. Fixed effects regression estimation techniques based on micro-data are used. This allows estimation of main effects of home computer use, and of interaction effects with both student characteristics (gender and socio-economic status) and country characteristics (level of economic development). Preliminary analyses of main effects investigating two time-points at a time indicate negative effects of home computer on the reading achievement of Grade 4 students.
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| 10. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Effects of Home Background on Student Achievement in Reading, Mathematics, and Science at the Fourth Grade.
- 2013
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Ingår i: M. O. Martin and I. V. S. Mullis (Eds) TIMSS and PIRLS 2011: Relationships Among Reading, Mathematics, and Science Achievement at the Fourth Grade—Implications for Early Learning. - Boston College, USA : Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.. - 9781889938189 ; , s. 183-289
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Bokkapitel (refereegranskat)
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| 15. |
- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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Quality and Credibility of International Studies
- 2014
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Ingår i: Educational Policy Evaluation through International Comparative Assessments. - Munster, New York : Waxmann. - 9783830930914 ; , s. 19-32
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Bokkapitel (refereegranskat)abstract
- Large-scale survey studies of educational achievement are becoming increasingly frequent, and they are visibly present in both educational policy debates and within the educational research community. These studies face a large number of methodological challenges which, in combination with the fact they often yield unpopular results, are reasons why these studies are frequently contested on quality grounds. Taking starting points in two published papers criticizing international studies, methodological challenges related to the validity of the paper and pencil based measurement instruments and to the applicability of the scaling models based on item response theory, are discussed. It is concluded that, while international studies do indeed face methodological challenges that need further work, there is little reason to reject the studies as yielding invalid results on the basis of the expressed criticism.
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| 19. |
- Johansson, Stefan, 1980, et al.
(författare)
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Equally assessed? Influence of home background and gender on teacher assessment of student reading proficiency in relation to level of achievement in PIRLS 2001
- 2008
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Ingår i: ECER Pre-conference 8-10 september 2008.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Abstract It is well known that gender and social background play an important role for a students’ performance in school. Previous research has suggested that girls outperform boys in reading and writing and that students from higher SES perform better than students from families with lower SES, which often implies lower economic and cultural capital. Thus, the outcome is strongly correlated with gender and home background, but what about the teacher assessment? The aim of this paper is to investigate the teacher ratings of students’ literacy skills in relation to the PIRLS 2001 test scores. One purpose is to determine if the teachers’ ratings follow student development and especially study the ratings in relation to gender and home background. As a natural extension of the PIRLS 2001 study, Swedish teachers rated students on 18 different statements about students’ literacy skills on a scale ranging from 1-10. This enables an investigation of the relationship between teacher ratings and student achievement in reading literacy. The analysis was conducted in three steps. First, a two-level model was fitted to the data and the variance of the teacher ratings were studied by means of a latent model of the teacher ratings. Second, students’ achievements on the PIRLS test were used to examine the variation in teachers’ ratings, both within and between classes. Third, students’ gender and home background were introduced to investigate differences in teachers rating practices. Results show that the variance among the teacher ratings was high both within class and between classes, but that a substantial part of the variance was accounted for by student achievement.
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| 20. |
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| 21. |
- Johansson, Stefan, 1980, et al.
(författare)
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Formal Teacher Competence and its Effect on Pupil Reading Achievement
- 2015
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 59:5, s. 564-582
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Tidskriftsartikel (refereegranskat)abstract
- The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement.
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| 23. |
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| 24. |
- Johansson, Stefan, 1980, et al.
(författare)
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Teacher assessment of student reading skills as a function of student reading achievement and grade
- 2008
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Ingår i: IEA International Research Conference, 18-20 September 2008, Taipei, Taiwan.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper investigates teacher ratings in relation to the student test score in PIRLS 2001. Teacher assessment relates to concerns of equity and equality, and of making correct judgments of the students’ skills. It is thus crucial for a teacher to think about these issues. But do teachers assess the same skills equally? Previous research suggests that teacher assessments lack in equality. As an extension of the PIRLS 2001 study, Swedish teachers rated each and every student on 18 different statements about students’ literacy skills on a scale ranging from 1-10. It is therefore possible to investigate the relationship between teacher ratings and student achievement in reading literacy. The analysis was conducted in three steps. First a two-level model was fitted to the data and the variance of the teacher ratings were studied by creating a latent model of the teacher ratings. Second students’ achievement was used to explain variance between both students and teachers. In a later step effects of students’ grade and teacher background were examined. Results show that the variance among the teacher ratings was high and that a substantial part of the variance was due to between class differences. The variance at the within class level was to a large degree accounted for by student achievement. No substantial effect arose when introducing explanatory indicators, such as teachers education or experience to account for the between class differences in teachers ratings. However, grade had a significant effect on the level of ratings between classes. Grade 3 teachers tended to rate their students higher than did the grade 4 teachers at the same performance level.
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| 27. |
- Johansson, Stefan, 1980, et al.
(författare)
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The Influence of Students’ Motivation and SES on the Equality of Teacher Ratings
- 2010
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Ingår i: The European Conference on Educational Research (ECER), August 25-27, Helsinki, Finland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to examine if the students’ reading motivation and students’ socio economic status (SES) will affect teacher ratings on students’ reading abilities. In PIRLS 2001, Swedish teachers rated each student on a number of statements regarding the students’ reading and writing abilities on a scale ranging from 1-10. The statements originated from criterions in the Swedish curricula. The data was modelled through a two-level structural equation model, were both students individual characteristics and teacher characteristics could be examined. In the initial step of the analyses, teachers’ ratings were predicted by the students’ test results. The next step, student motivation and SES were introduced to test whether these covariates have any influence on the teacher ratings, given that students with different characteristics perform at an equal level on the PIRLS test. This question relates to equity and equality and the first results indicate that teachers rate highly motivated students at a higher level, even though they perform at the same achievement level in the PIRLS test.
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| 28. |
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| 29. |
- Jonsson, Anna-Carin, 1967, et al.
(författare)
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How to explain excellent grades: Differences between female and male students in attributing success to intelligence or effort
- 2015
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Ingår i: EERA Conference; Education and Transition - Contributions from Educational Research ECER Hungary 2015. - 9789631231694
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Konferensbidrag (refereegranskat)abstract
- Research within gender and identity processes has recently presented a new problem in the area. Focus has shifted from risk categories of young men to upper middle-class young men. The later associates masculinity with effortless achievement and beliefs in ability and intelligence as something fixed, that you either have or not (Nyström, 2012). In a study by Holm and Öhrn (2014) the boys with excellent grades received high status positions however, it was important that the excellent grades was not associated with hard work and effort but instead high and fixed intelligence. This could be problematic in the long run for the boys. This study investigates the above results with Anova analyzes. More specifically we are trying to solve the question if female and male students at an upper-middle class, upper secondary school (16-17 years old) might differ in beliefs about intelligence as either fixed and inborn or developmental and dependent on effort. We also investigate if students from different educational disciplinary domains represented in the social science or natural science program differ on these variables.
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| 30. |
- Jonsson, Anna-Carin, 1967, et al.
(författare)
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Motivational aspects of implicit theories of intelligence and gender, a structural equation modeling
- 2015
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Ingår i: Towards a reflective society: synergies between learning, teaching and research Earli 2015 16th Biennial EARLI Conference for Research on Learning and Instruction, Cyprus.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study investigates if 16-17 years old upper-secondary school students (N = 619) implicit theories of intelligence differ dependent on their gender. We investigate whether implicit theories of intelligence should be interpreted as a one-dimensional or two-dimensional concept. Through structural equation modeling (SEM) we analyses data from a Swedish upper-secondary school and the results shows that at least in this sample no gender effect could be found. Entity theories and incremental theories showed up to be a one-dimensional concept partly in line with more recent interpretations.
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| 34. |
- Majoros, Erika, 1984, et al.
(författare)
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Four decades of measuring attitude towards mathematics
- 2020
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Ingår i: National Council on Measurement in Education (NCME) Annual Meeting, September 9-11, 2020, digital event.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The present study aims to evaluate the feasibility of linking two mathematics attitude scales in international large-scale assessments on mathematics from 1980 to 2015. The purpose is to provide a basis for investigating long-term trends in non-cognitive educational outcomes. Preliminary results show great possibilities for linking.
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| 35. |
- Majoros, Erika, 1984, et al.
(författare)
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Four decades of measuring attitude towards mathematics
- 2020
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Ingår i: European Conference on Educational Research (ECER) European Educational Research Association (EERA), canceled.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Descriptive findings from twenty years of the Trends in International Mathematics and Science Study (TIMSS) suggest that promoting enjoyment and self-confidence in relation to mathematics might be important policy goals even without expecting them to boost achievement (Mullis, Martin, and Loveless, 2016). This suggestion regards attitude as another important outcome of education as it was classified in the First International Mathematics Study (Husén, 1967). Therefore, investigating the measurement of attitudes towards mathematics over time may result in implications for policy besides methodological advancements given the challenges of this approach. The aim of the present study is to evaluate the feasibility of linking mathematics attitude scales in international large-scale assessments on mathematics from 1980 to 2015. Data is drawn from SIMS, administered in 1980, and all the TIMSS cycles, repeated in every fourth year since 1995. Six educational systems, which have participated in all time points have been chosen, England, Hong Kong, Hungary, Israel, Japan, and the United States. We used data from the populations of grade eight or equivalent and items from the scales of extrinsic motivation. Document analysis is conducted using the international reports of the respective studies to evaluate the degrees of similarity by employing the scheme suggested by Kolen and Brennan (2004). Furthermore, we explore overlaps in the instruments by identifying similar and identical common items of the student questionnaires. Measurement invariance across cycles and between countries is evaluated with the multiple group factor analysis alignment method (Asparouhov & Muthén, 2014). Preliminary results show great possibilities for linking the scales in terms of the degree of similarity between the studies. The present study provides an empirical starting point for a long-term linking of non-cognitive scales measuring attitude toward mathematics from 1980 to 2015. Long-term trends of the non-cognitive outcomes might reveal empirical evidence supporting the significance of promoting enjoyment and self-confidence in relation to mathematics.
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| 36. |
- Majoros, Erika, 1984, et al.
(författare)
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Measures of long-term trends in mathematics: linking large-scale assessments over 50 years
- 2021
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Ingår i: Educational Assessment Evaluation and Accountability. - : Springer Science and Business Media LLC. - 1874-8597 .- 1874-8600. ; 33:1, s. 71-103
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Tidskriftsartikel (refereegranskat)abstract
- International 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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| 45. |
- Myrberg, Eva, 1955, et al.
(författare)
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The Relation between Teacher Specialization and Student Reading Achievement
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 63:5, s. 744-758
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the relationship between teacher specialization and the reading achievement of fourth-grade students in Sweden. The empirical base is data from PIRLS 2011. The main method of analysis is a two-level regression. Results revealed a positive relationship between reading achievement and teacher education relevant for subject and grade level while there was no relationship between reading achievement and teaching experience. The relation between reading achievement and teacher specialization remained significant when the influence of parents’ educational levels and students’ early reading abilities were controlled for. A tendency of compensatory effects could be observed, with teacher specialization having a stronger effect in low-performing classrooms. The findings support the conclusion that relevant teacher education is of importance for teacher effectiveness.
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| 46. |
- Rolfe, Victoria, 1987, et al.
(författare)
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Delays and Dropouts: Identifying Risks of Suboptimal Post-Compulsory Educational Pathways in Sweden
- 2022
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Ingår i: Studia Paedagogica. - 1803-7437 .- 2336-4521. ; 27:4, s. 45-77
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Tidskriftsartikel (refereegranskat)abstract
- Successful completion of upper secondary education is increasingly vital for participation in the labor market. Rates of school dropout in Sweden are below the EU average but remain a concern for policymakers. This quantitative study used the Swedish register covering 22 birth cohorts to establish the pathways available for students following compulsory school graduation and to identify the socio-demographic risks of taking a suboptimal pathway. The results showed that immigrant students arriving after the beginning of compulsory schooling and students from low-education households had the most elevated risks of engaging with upper secondary school in a suboptimal way, indicating sustained inequalities in the Swedish school system.
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