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Classroom, media and church: explainng the achievement differences in civic knowledge in bilingual school system of Estonia Vis. in Eng. Pub Date : 2021-02-27 Kaire Põder; Triin Lauri
This study investigates civic and citizenship education in a unique post-Communist context–in the bilingual education system of Estonia. Estonia continues to have a bilingual school system where there are Estonian and Russian language schools in parallel. While Estonian language school students are ranked very high in international comparisons, there is a significant difference between the achievement
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Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment Vis. in Eng. Pub Date : 2021-02-24 Yang Jiang; Tao Gong; Luis E. Saldivia; Gabrielle Cayton-Hodges; Christopher Agard
In 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to study the cognitive and behavioral processes that underlie
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Process data, the new frontier for assessment development: rich new soil or a quixotic quest? Vis. in Eng. Pub Date : 2021-01-04 Stephen Provasnik
This paper presents the concepts and observations in the author’s keynote address at the May 2019 “Opportunity versus Challenge: Exploring Usage of Log-File and Process Data in International Large-Scale Assessments” conference in Dublin, Ireland. This paper recaps briefly some key points that emerged at the December 2018 ETS symposium on process data in Washington, DC, and suggests some common terminology
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Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey Vis. in Eng. Pub Date : 2020-12-07 Ozge Ersan; Michael C. Rodriguez
Socioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students’ learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade
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Does early tracking affect learning inequalities? Revisiting difference-in-differences modeling strategies with international assessments Vis. in Eng. Pub Date : 2020-11-21 Dalit Contini; Federica Cugnata
The development of international surveys on children’s learning like PISA, PIRLS and TIMSS—delivering comparable achievement measures across educational systems—has revealed large cross-country variability in average performance and in the degree of inequality across social groups. A key question is whether and how institutional differences affect the level and distribution of educational outcomes
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On the comparability of adults with low literacy across LEO, PIAAC, and NEPS. Methodological considerations and empirical evidence Vis. in Eng. Pub Date : 2020-10-31 Tabea Durda; Britta Gauly; Klaus Buddeberg; Clemens M. Lechner; Cordula Artelt
In Germany, three large-scale surveys–the Level One Study (LEO), the Programme for the International Assessment of Adult Competencies (PIAAC), and the National Educational Panel Study (NEPS)–provide complementary data on adults’ literacy skills that can be harnessed to study adults with low literacy. To ensure that research on low-literate adults using these surveys arrives at valid and robust conclusions
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The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data Vis. in Eng. Pub Date : 2020-10-23 Melanie Heldt; Corinna Massek; Kerstin Drossel; Birgit Eickelmann
Due to the increasing use of information and communication technology, computer-related skills are important for all students in order to participate in the digital age (Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2019). Preparing for life in a digital world: IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: International Association
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Early school entrance and middle-run academic performance in Mexico: evidence for 15-year-old students from the PISA test Vis. in Eng. Pub Date : 2020-09-27 Ernesto Aguayo-Téllez; Flor E. Martínez-Rodríguez
Using an unanticipated policy reform in Mexico that shifted 4 months the cutoff date for elementary school eligibility in 2006 and information on academic performance of 15-year-old students from the Programme for International Student Assessment (PISA) 2018 survey, who entered first grade in 2006, this paper estimates the effects of starting first grade without having reached 6 years of age on middle-run
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Changing times, changing needs: enhancing the utility of international large-scale assessments Vis. in Eng. Pub Date : 2020-08-08 Irwin Kirsch; Henry Braun
Mounting concerns about the levels and distributions of human capital, as well as how they are associated with outcomes for individuals and societies, have contributed to an increase in the number of national and international surveys. These surveys not only examine skills among school-age and adult populations, they also facilitate evaluation of the relationships among these skills and various background
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Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain Vis. in Eng. Pub Date : 2020-07-15 Kerstin Drossel; Birgit Eickelmann; Mario Vennemann
The ongoing digitalization poses new challenges for schools concerning students’ digital skills. In this context, the International Computer and Information Literacy Study (IEA-ICILS 2018) has identified substantial social disparities concerning computer and information literacy of grade 8 students. Furthermore, it has been observed that many schools, especially those located in socioeconomically challenged
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The measure of socio-economic status in PISA: a review and some suggested improvements Vis. in Eng. Pub Date : 2020-06-06 Francesco Avvisati
This article reviews the history of the measure of socio-economic status in PISA and identifies theoretical underpinnings of the index of economic, social and cultural status (ESCS). It then highlights multiple changes in the instruments and scaling methods used by PISA over time, and suggests ways of resolving the tensions behind some of these changes and thereby stabilise the measure of ESCS. A stable
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When didactics meet data science: process data analysis in large-scale mathematics assessment in France Vis. in Eng. Pub Date : 2020-05-29 Franck Salles; Reinaldo Dos Santos; Saskia Keskpaik
During this digital era, France, like many other countries, is undergoing a transition from paper-based assessments to digital assessments in education. There is a rising interest in technology-enhanced items which offer innovative ways to assess traditional competencies, as well as addressing problem solving skills, specifically in mathematics. The rich log data captured by these items allows insight
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ICT Engagement: a new construct and its assessment in PISA 2015 Vis. in Eng. Pub Date : 2020-04-17 Olga Kunina-Habenicht; Frank Goldhammer
As a relevant cognitive-motivational aspect of ICT literacy, a new construct ICT Engagement is theoretically based on self-determination theory and involves the factors ICT interest, Perceived ICT competence, Perceived autonomy related to ICT use, and ICT as a topic in social interaction. In this manuscript, we present different sources of validity supporting the construct interpretation of test scores
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Enhancing response time thresholds with response behaviors for detecting disengaged examinees Vis. in Eng. Pub Date : 2020-03-30 Füsun Sahin; Kimberly F. Colvin
The item responses of examinees who rapid-guess, who do not spend enough time reading and engaging with an item, will not reflect their true ability on that item. Rapid-disengagement refers to rapidly selecting a response to multiple-choice items (i.e., rapid-guess), omitting items, or providing short-unrelated answers to open-ended items in an unreasonably short time. Such rapid responses need to
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Identifying profiles of students’ school climate perceptions using PISA 2015 data Vis. in Eng. Pub Date : 2020-03-26 Anubha Rohatgi; Ronny Scherer
The concept of school climate has received much attention as a predictor of educational outcomes, including students’ well-being, academic achievement, and motivation. To measure this concept, international large-scale assessments often rely on students’ perceptions of its different dimensions, such as their sense of belonging, teacher support, and disciplinary climate. However, students may perceive
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Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland Vis. in Eng. Pub Date : 2020-03-09 H. Harju-Luukkainen; J. Vettenranta; J. Wang; S. Garvis
Family-related factors, like parent’s educational level, their values and expectations have a significant impact on child’s early skills and later educational outcomes. Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socio-economic and other factors like,
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Are large surveys of adult literacy skills as comparable over time as we think? Vis. in Eng. Pub Date : 2020-02-28 Samuel Vézina; Alain Bélanger
Recent literature shows that younger cohorts have lower levels of literacy ceteris paribus in Canada, the United States, Norway and other developed countries. Very few explanations are provided to justify the existence of this negative cohort effect. Yet this decline has serious implications for the economy, education system and society. In this paper, we focus on Canada and replicate the results published
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Everything in moderation: ICT and reading performance of Dutch 15-year-olds Vis. in Eng. Pub Date : 2020-01-30 Joyce Gubbels; Nicole M. Swart; Margriet A. Groen
Previous research on the relationship between students’ home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at home has been found to be both positively and negatively
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Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes Vis. in Eng. Pub Date : 2019-12-20 Ehsan Ghasemi; Hansel Burley
Understanding why women are consistently underrepresented in STEM fields has been a constant puzzle, with a consistent feature of the puzzle being performance in math. This study uses data from TIMSS exams to investigate cross-national gender differences in math-related affect, more precisely liking mathematics, confidence in mathematics, and valuing mathematics. We compared fourth and eighth graders
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DIF as a pedagogical tool: analysis of item characteristics in ICILS to understand what students are struggling with Vis. in Eng. Pub Date : 2019-09-11 Jeppe Bundsgaard
International large-scale assessments like international computer and information literacy study (ICILS) (Fraillon et al. in International Association for the Evaluation of Educational Achievement (IEA), 2015) provide important empirically-based knowledge through the proficiency scales, of what characterizes tasks at different difficulty levels, and what that says about students at different ability
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Trends in gender gaps: using 20 years of evidence from TIMSS Vis. in Eng. Pub Date : 2019-07-30 Sabine Meinck; Falk Brese
Potential differences in achievement between female and male students have always been an interesting topic in educational research, as well as having policy and economic implications. This study provides an overview of the so-called “gender gap” in mathematics and science knowledge, based on an in-depth analysis of both extremes of student ability distributions. Evidence underpinning debate on gender
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Communication and trust: rethinking the way construction industry professionals and software vendors utilise computer communication mediums Vis. in Eng. Pub Date : 2019-06-01 Stephen Oliver
Contemporary communication mediums in isolation have reached a technological plateau, proximal communication is no longer limited by spatial or technological constraints. However, integration of communication mediums and their application in pedagogy do not appear to receive the attention they deserve outwith marketing and social psychology research. This is to the determinant of AEC industries where
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Generational status, immigrant concentration and academic achievement: comparing first and second-generation immigrants with third-plus generation students Vis. in Eng. Pub Date : 2019-04-16 Margarita Pivovarova; Jeanne M. Powers
Immigrants and their children are the fastest-growing demographic group in the United States, and schools are often the first social institution young immigrants engage with on a sustained basis. As such, the academic achievement of immigrant students can be viewed as an indicator of their incorporation and a predictor of educational and employment outcomes in adulthood. In this study, we examined
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Indicators of (in)tolerance toward immigrants among European youth: an assessment of measurement invariance in ICCS 2016 Vis. in Eng. Pub Date : 2019-03-28 Maria Magdalena Isac; Laura Palmerio; M. P. C. (Greetje) van der Werf
Promoting tolerance is an important goal of European education policies focused on education for democratic citizenship and human rights. In this article, we argue that cross-cultural comparability must be empirically assessed and ensured for the measurement of highly relevant indicators that serve to monitor inter-European and international differences in young people’s tolerant attitudes toward immigrants
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Predictors of individual performance changes related to item positions in PISA assessments Vis. in Eng. Pub Date : 2019-03-15 Qian Wu; Dries Debeer; Janine Buchholz; Johannes Hartig; Rianne Janssen
Item position effects have been a common concern in large-scale assessments as changing the order of items in booklets may have an undesired effect on test performance. If every test taker would be affected by the effect in the very same way, comparisons between groups of individuals would still be valid. However, research has shown that in addition to a general fixed effect of item positions, the
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Relationships among locus of control, learned helpless, and mathematical literacy in PISA 2012: focus on Korea and Finland Vis. in Eng. Pub Date : 2019-02-21 Jihyun Hwang
The purpose of this research is to gather empirical evidence for attribution theory (Weiner in J Educ Psychol 71(1):3–25. https://doi.org/10.1037/0022-0663.71.1.3 , 1979) to explain students’ feelings of helplessness when learning mathematics. The relationships between mathematics literacy in PISA 2012 and learned helplessness were also observed. Korean and Finnish students’ responses were analyzed
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The standard setting process: validating interpretations of stakeholders Vis. in Eng. Pub Date : 2019-02-18 Nele Kampa; Helene Wagner; Olaf Köller
Stakeholders’ interpretations of the findings of large-scale educational assessments can influence important decisions. In the context of educational assessment, standard-setting remains an especially critical element, because it is complex and largely unstandardized. Instruments established by means of standard-setting procedures such as proficiency levels (PL) therefore appear to be arbitrary to
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Sex differences in variability across nations in reading, mathematics and science: a meta-analytic extension of Baye and Monseur (2016) Vis. in Eng. Pub Date : 2019-02-12 Helen Gray; Andrew Lyth; Catherine McKenna; Susan Stothard; Peter Tymms; Lee Copping
A recent study by Baye and Monseur (Large Scale Assess Educ 4:1–16, 2016) using large, international educational data sets suggest that the “greater male variation hypothesis” is well supported. Males are often over-represented at the tails of the ability distribution despite similarity in measures of central tendency and the gradual closing of the attainment gap relative to females. In this study
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Instructional quality: catalyst or pitfall in educational systems’ aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway Vis. in Eng. Pub Date : 2019-02-12 Kim Bellens; Jan Van Damme; Wim Van Den Noortgate; Heike Wendt; Trude Nilsen
In the Trends in Mathematics and Science Study (TIMSS) 2015, the educational systems from the Dutch speaking part of Belgium (Flanders), Germany, and Norway included scales capturing three dimensions of instructional quality (INQUA): classroom management, supportive climate, and cognitive activation. With the inclusion of these extra scales, a unique opportunity was created to investigate the various
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Ageing in place and the internet of things – how smart home technologies, the built environment and caregiving intersect Vis. in Eng. Pub Date : 2018-12-06 Phillippa Carnemolla
Smart technologies and the Internet of Things (IoT), have the potential to play a significant role in enabling older people to age in place. Although there has been substantial development of new applications of sensor technology in the home, this has tended to be tele-health focused, and there has been less work done on the role of IoT and ageing in place that more broadly considers caregiving and
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NemoViz: a visual interactive system for atomistic simulations design Vis. in Eng. Pub Date : 2018-11-29 Daniel Mejia; Tillmann Kubis; Gerhard Klimeck
Given that the nanoscale regime has been reached, atomistic simulations are being used as predictive tools on a nanoscopic scale in nanoelectronics, materials science, and computational fluid dynamics. These simulations are generally supported by complex and specific simulation engines that require a deep knowledge of the engine as well as the field. The inputs required by these engines are usually
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lsasim: an R package for simulating large-scale assessment data Vis. in Eng. Pub Date : 2018-11-19 Tyler H. Matta; Leslie Rutkowski; David Rutkowski; Yuan-Ling Liaw
This article provides an overview of the R package lsasim, designed to facilitate the generation of data that mimics a large scale assessment context. The package features functions for simulating achievement data according to a number of common IRT models with known parameters. A clear advantage of lsasim over other simulation software is that the achievement data, in the form of item responses, can
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Introduction to the special issue on Results, Methodological Aspects, and Advancements of the Programme for the International Assessment of Adult Competencies (PIAAC) Vis. in Eng. Pub Date : 2018-11-03 Anja Perry; Débora B. Maehler; Beatrice Rammstedt
In today’s knowledge-based economy, with its rapidly changing job requirements, cognitive competencies have been identified as a crucial prerequisite for social and economic engagement (OECD [Organisation for Economic Cooperation and Development] 2012). The number of available routine and manual labor tasks is in decline, while the demand for high-level cognitive and information-processing competencies
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Socio-economic gaps in subject interest: the mediating role of parental cognitive involvement Vis. in Eng. Pub Date : 2018-11-01 Daniel H. Caro
This paper examines the mediating role of parental literacy and numeracy involvement before the child entered school in the relationship between family socio-economic status (SES) and students’ interest in reading and mathematics. Causal mediation analysis is applied to international assessment data from the Trends in International Mathematics and Science Study-Progress in International Reading Literacy
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School students’ beliefs about abilities and perspective-taking over time Vis. in Eng. Pub Date : 2018-10-29 Anett Wolgast
Beliefs about one’s own abilities and perspective-taking are essential for appropriate behavior in professional and social life, cooperative learning, and situations were conflict is occurring. The social comparison theory and previous research suggested positive relations between school students’ beliefs about one’s own abilities and perspective-taking. The hypotheses were: (1) Beliefs about one’s
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The TIMSS 2019 Item Equivalence Study: examining mode effects for computer-based assessment and implications for measuring trends Vis. in Eng. Pub Date : 2018-10-29 Bethany Fishbein; Michael O. Martin; Ina V. S. Mullis; Pierre Foy
TIMSS 2019 is the first assessment in the TIMSS transition to a computer-based assessment system, called eTIMSS. The TIMSS 2019 Item Equivalence Study was conducted in advance of the field test in 2017 to examine the potential for mode effects on the psychometric behavior of the TIMSS mathematics and science trend items induced by the change to computer-based administration. The study employed a counterbalanced
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Machine learning for estimation of building energy consumption and performance: a review Vis. in Eng. Pub Date : 2018-10-02 Saleh Seyedzadeh; Farzad Pour Rahimian; Ivan Glesk; Marc Roper
Ever growing population and progressive municipal business demands for constructing new buildings are known as the foremost contributor to greenhouse gasses. Therefore, improvement of energy efficiency of the building sector has become an essential target to reduce the amount of gas emission as well as fossil fuel consumption. One most effective approach to reducing CO2 emission and energy consumption
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Virtual reality-integrated workflow in BIM-enabled projects collaboration and design review: a case study Vis. in Eng. Pub Date : 2018-09-27 Reza Zaker; Eloi Coloma
A successful project delivery based on building information modeling (BIM) methods is interdependent on an efficient collaboration. This relies mainly on the visualization of a BIM model, which can appear on different mediums. Visualization on mediums such as computer screens, lack some degrees of immersion which may prevent the full utilization of the model. Another problem with conventional collaboration
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The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: a preliminary examination of fourth graders in Abu Dhabi Vis. in Eng. Pub Date : 2018-09-25 Guang Yang; Masood Badri; Asma Al Rashedi; Karima Almazroui
This study aimed to identify motivation and home influence factors that predict reading literacy achievement of grade 4 students in Abu Dhabi It drew on the Progress in International Reading Literacy Study (PIRLS) 2011 data, which placed Abu Dhabi students' results substantially below the international benchmark of 500. Selected items from the PIRLS 2011 student and home questionnaires were analyzed
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Measuring the signaling value of educational degrees: secondary education systems and the internal homogeneity of educational groups Vis. in Eng. Pub Date : 2018-09-04 Jan Paul Heisig
By providing high-quality, internationally comparable data on the cognitive skills of working-age adults, the Programme for the International Assessment of Adult Competencies (PIAAC) offers great potential for illuminating the complex interplay of formal qualifications and skills in shaping labor market attainment as well as social inequalities more broadly. I argue that PIAAC can be used to construct
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Effect size measures for multilevel models: definition, interpretation, and TIMSS example Vis. in Eng. Pub Date : 2018-07-23 Julie Lorah
Effect size reporting is crucial for interpretation of applied research results and for conducting meta-analysis. However, clear guidelines for reporting effect size in multilevel models have not been provided. This report suggests and demonstrates appropriate effect size measures including the ICC for random effects and standardized regression coefficients or f2 for fixed effects. Following this,
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Automatically analyzing text responses for exploring gender-specific cognitions in PISA reading Vis. in Eng. Pub Date : 2018-07-23 Fabian Zehner; Frank Goldhammer; Christine Sälzer
The gender gap in reading literacy is repeatedly found in large-scale assessments. This study compared girls’ and boys’ text responses in a reading test applying natural language processing. For this, a theoretical framework was compiled that allows mapping of response features to the preceding cognitive components such as micro- and macropropositions from the situation model. In total, $$n = 33,604$$
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On imputation for planned missing data in context questionnaires using plausible values: a comparison of three designs Vis. in Eng. Pub Date : 2018-06-20 David Kaplan; Dan Su
This paper extends a recent study by Kaplan and Su (J Educ Behav Stat 41: 51–80, 2016) examining the problem of matrix sampling of context questionnaire scales with respect to the generation of plausible values of cognitive outcomes in large-scale assessments. Following Weirich et al. (Nested multiple imputation in large-scale assessments. In: Large-scale assessments in education, 2. http://www.la
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Promoting reading attitudes of girls and boys: a new challenge for educational policy? Multi-group analyses across four European countries Vis. in Eng. Pub Date : 2018-05-28 Sonja Nonte; Lea Hartwich; Ariane S. Willems
Numerous studies have investigated the relationships between various student, home and contextual factors and reading achievement. However, the relationship between such factors and reading attitudes has been investigated far less, despite the fact that theoretical frameworks of large-scale assessments and school effectiveness research emphasize the importance of non-cognitive outcomes. Based on a
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How long is the shadow? The relationships of family background to selected adult outcomes: results from PIAAC Vis. in Eng. Pub Date : 2018-05-26 Henry Braun
Ongoing interest in the relationships between family background and adult outcomes is motivated by concerns regarding the intergenerational transmission of advantage/disadvantage. Currently all countries are far from achieving the ideal that all individuals, irrespective of their starting points or their demographic characteristics, are able to accumulate sufficient human capital so that they can achieve
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What is a smart device? - a conceptualisation within the paradigm of the internet of things Vis. in Eng. Pub Date : 2018-05-09 Manuel Silverio-Fernández; Suresh Renukappa; Subashini Suresh
The Internet of Things (IoT) is an interconnected network of objects which range from simple sensors to smartphones and tablets; it is a relatively novel paradigm that has been rapidly gaining ground in the scenario of modern wireless telecommunications with an expected growth of 25 to 50 billion of connected devices for 2020 Due to the recent rise of this paradigm, authors across the literature use
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The dependence on mathematical theory in TIMSS, PISA and TIMSS Advanced test items and its relation to student achievement Vis. in Eng. Pub Date : 2018-05-04 Arne Hole; Liv Sissel Grønmo; Torgeir Onstad
This paper discusses a framework for analyzing the dependence on mathematical theory in test items, that is, a framework for discussing to what extent knowledge of mathematical theory is helpful for the student in solving the item. The framework can be applied to any test in which some knowledge of mathematical theory may be useful, both within mathematics itself and in other subjects. The relevance
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Personality, cognitive skills and life outcomes: evidence from the Polish follow-up study to PIAAC Vis. in Eng. Pub Date : 2018-04-30 Marta Palczyńska; Karolina Świst
There is a growing literature providing evidence on the importance of non-cognitive skills for life outcomes. However, to date there is limited evidence on the gains from incorporating such measures into large-scale competence surveys. We investigate the relationship between personality traits and eight important life outcomes: educational attainment, labour market participation, employability, wages
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The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level Vis. in Eng. Pub Date : 2018-03-17 Stephan Daus; Johan Braeken
Fair comparisons of educational systems in large-scale assessments can be made only if the differences in curricula have little impact on the outcomes. This study investigated the sensitivity of science achievement rankings to varying degrees of curriculum implementation in the Trends in International Mathematics and Science Study (TIMSS). Country-specific teacher-reported curriculum implementation
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Removing duplicated geometries in IFC models using rigid body transformation estimation and flyweight design pattern Vis. in Eng. Pub Date : 2018-02-09 Andre Vonthron; Christian Koch; Markus König
The digital process of Building Information Modeling (BIM) involves the creation and modification of CAD-based building models. The complexity of such models has been increasing steadily within the last few years. BIM Models are usually being exchanged using open and standardized data formats. In this context, the Industry Foundation Classes (IFC) are widely used. Therefore, software vendors provide
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Window detection in facade images for risk assessment in tunneling Vis. in Eng. Pub Date : 2018-01-19 Marcel Neuhausen; Markus Obel; Alexander Martin; Peter Mark; Markus König
Settlements induced by tunneling in inner urban areas can easily damage above ground structures. This already has to be considered in early planning of tunneling routes. Assessing the risk of damages to structures on hypothetical tunneling routes inflicted by such settlements beforehand enables routes’ comparability. Hereby, it facilitates the choice of the optimal tunneling route in terms of potential
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Visualising urban energy use: the use of LiDAR and remote sensing data in urban energy planning Vis. in Eng. Pub Date : 2017-12-29 Nashwan Dawood; Huda Dawood; Sergio Rodriguez-Trejo; Michael Crilly
This paper explores the potential for using remotely sensed data from a combination of commercial and open-sources, to improve the functionality, accuracy of energy-use calculations and visualisation of carbon emissions. We present a study demonstrating the use of LiDAR (Light Detection And Ranging) data and aerial imagery for a mixed-use inner urban area within the North East of England and how this
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Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills Vis. in Eng. Pub Date : 2017-11-27 Kerstin Drossel; Birgit Eickelmann
The increasing availability of new technologies in an ever more digitalized world has gained momentum in practically all spheres of life, making technology-related skills a key competence not only in professional settings. Thus, schools assume responsibility for imparting these skills to their students, and hence to future generations of professionals. In so doing, teachers play a key role with their
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Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics Vis. in Eng. Pub Date : 2017-11-20 Frank Goldhammer; Thomas Martens; Oliver Lüdtke
A potential problem of low-stakes large-scale assessments such as the Programme for the International Assessment of Adult Competencies (PIAAC) is low test-taking engagement. The present study pursued two goals in order to better understand conditioning factors of test-taking disengagement: First, a model-based approach was used to investigate whether item indicators of disengagement constitute a continuous
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Patterns of students’ computer use and relations to their computer and information literacy: results of a latent class analysis and implications for teaching and learning Vis. in Eng. Pub Date : 2017-11-13 Jeppe Bundsgaard; Julia Gerick
Previous studies have shown that there is a complex relationship between students’ computer and information literacy (CIL) and their use of information and communication technologies (ICT) for both recreational and school use. This study seeks to dig deeper into these complex relations by identifying different patterns of students’ school-related and recreational computer use in the 21 countries participating
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The use of test scores from large-scale assessment surveys: psychometric and statistical considerations Vis. in Eng. Pub Date : 2017-11-07 Henry Braun; Matthias von Davier
Economists are making increasing use of measures of student achievement obtained through large-scale survey assessments such as NAEP, TIMSS, and PISA. The construction of these measures, employing plausible value (PV) methodology, is quite different from that of the more familiar test scores associated with assessments such as the SAT or ACT. These differences have important implications both for utilization
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Adapting LOD definition to meet BIM uses requirements and data modeling for linear infrastructures projects: using system and requirement engineering Vis. in Eng. Pub Date : 2017-11-06 Charles-Edouard Tolmer; Christophe Castaing; Youssef Diab; Denis Morand
Within the current organization of design activities it is difficult to fully realize the potential of BIM (Building Information Modelling). In BIM processes, it is necessary to identify and exchange the specific information that is relevant in the exchange information requirements of each project. The concept of level of detail of the information is a tool for describing and quantifying the information
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Performance decline in low-stakes educational assessments: different mixture modeling approaches Vis. in Eng. Pub Date : 2017-11-01 Marit K. List; Alexander Robitzsch; Oliver Lüdtke; Olaf Köller; Gabriel Nagy
In low-stakes educational assessments, test takers might show a performance decline (PD) on end-of-test items. PD is a concern in educational assessments, especially when groups of students are to be compared on the proficiency variable because item responses gathered in the groups could be differently affected by PD. In order to account for PD, mixture item response theory (IRT) models have been proposed
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Supporting the building design process with graph-based methods using centrally coordinated federated databases Vis. in Eng. Pub Date : 2017-10-24 Johannes Roith; Christoph Langenhan; Frank Petzold
Technological developments and globalized working processes have transformed the building process. However, current digital semantic building models no longer adequately represent the increasing complexity of modern building projects. The potential of combining agent-based and graph-based methods, for example for energy calculations or spatial research strategies, is not fully exploited. In our system
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Integrating building information modeling and virtual reality development engines for building indoor lighting design Vis. in Eng. Pub Date : 2017-10-23 Worawan Natephra; Ali Motamedi; Tomohiro Fukuda; Nobuyoshi Yabuki
Lighting simulation tools are extending the functionality of Building Information Modeling (BIM) authoring software applications to support the lighting design analysis of buildings. Although such tools enable quantitative and qualitative analysis and visualization of indoor lighting, they do not provide an interactive environment between users and the design context. Moreover, their visualization
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