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International Education Datasets: TIMMS, PIRLS, PISA, PIAAC, and Italian Datasets - Prof. , Apuntes de Sociología de la Educación

Universidad Rey Juan Carlos (URJC)Sociología de la Educación

Information about various international education datasets, including timms, pirls, pisa, piaac, and italian datasets. These datasets offer standardized test results, students' socioeconomic background, attitudes, beliefs, and expectations, parental information, teacher information, and school information. They cover various subjects such as mathematics, science, reading, and adult skills, and are useful for researchers, policymakers, and educators to understand and improve education systems worldwide.

Tipo: Apuntes

2018/2019

Subido el 03/12/2019

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EDUCATION AND SOCIAL INEQUALITIES
TOPIC 4. EDUCATION DATASETS
INTERNATIONAL DATASETS
1. TIMMS
It´s one of the largest cross – sectional surveys, provided by IEA.
IEA (International Association for the Evaluation of Educational Achievement) is an international cooperative
of national research institutions, governmental research agencies, scholars, and analysts working to
research, understand, and improve education worldwide.
TIMMS started in 1994. It covers about 45 countries. It focuses on performance in mathematics and science
of students from different grades (mainly 4º and 8º grade).
It adopts a stratified two stage cluster sample design:
- 1st: sampling schools in the target population of students.
- 2nd: sampling one (or more) classes within the selected schools.
Sample size (e.g. 2015 release): the TIMSS requirements are a school sample of 150 schools and a student
sample of 4000 students for each target grade (4º and 8º grade).
TIMMS AVAILABLE YEARS AND GRADES
INFORMATION AVAILABLE
Available unit of analysis: students, classroom, and school.
INFORMATION ON:
• Standardized test in math and science (some extensions are available, but it depends on countries).
• Students´ socioeconomic background
• Students´ attitudes, beliefs and expectations.
• Parental Attitudes and beliefs (only 4º grade).
• Teacher socio – demographic characteristics and teaching strategies.
• Principals´ characteristics and strategies.
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EDUCATION AND SOCIAL INEQUALITIES

TOPIC 4. EDUCATION DATASETS

INTERNATIONAL DATASETS

1. TIMMS

It´s one of the largest cross – sectional surveys, provided by IEA. IEA (International Association for the Evaluation of Educational Achievement) is an international cooperative of national research institutions, governmental research agencies, scholars, and analysts working to research, understand, and improve education worldwide. TIMMS started in 1994. It covers about 45 countries. It focuses on performance in mathematics and science of students from different grades (mainly 4º and 8º grade). It adopts a stratified two stage cluster sample design:

  • 1 st: sampling schools in the target population of students.
  • 2 nd: sampling one (or more) classes within the selected schools. Sample size (e.g. 2015 release): the TIMSS requirements are a school sample of 150 schools and a student sample of 4000 students for each target grade (4º and 8º grade). TIMMS AVAILABLE YEARS AND GRADES INFORMATION AVAILABLE Available unit of analysis: students, classroom, and school. INFORMATION ON:
  • Standardized test in math and science (some extensions are available, but it depends on countries).
  • Students´ socioeconomic background
  • Students´ attitudes, beliefs and expectations.
  • Parental Attitudes and beliefs (only 4º grade).
  • Teacher socio – demographic characteristics and teaching strategies.
  • Principals´ characteristics and strategies.

2. PIRLS (PROGRESS IN INTERNATIONAL READING LITERACY STUDY).

The PIRLS target population is the grade that represents four years of schooling, counting from the first year of ISCED (International Standard Classification of Education) Level 1, which corresponds to the fourth grade in most countries. Internationally comparative data on how well children read by assessing students´ reading achievement with standardized tests. Years: 2001, 2006, 20 11, 2016. INFORMATION IN PIRLS (2011). Questionnaires: students, their parents, teachers and school principals.

  • Students information: students´ home and school lives, including basic demographic information, their home environment, school climate for learning, and self – perception and attitudes toward learning to read.
  • Parents information: child preparations for primary schooling (early childcare, activities with child), home resources, occupation, education.
  • Teachers information: education, professional development, and experience in teaching. It also asks about coverage of the language/reading curriculum and about the instructional activities and materials used in the class.
  • School Questionnaire. The principal of each school sampled for PIRLS 2011 completed a School Questionnaire. Principals answered questions about student demographic characteristics, the availability of resources, types of programs, and environments for learning in their schools.
  • Curriculum Questionnaire. The PIRLS 2011 National Research Coordinator within each country was responsible for completing the Curriculum Questionnaire. Questions primarily centred on the organization and content of the curriculum in language/reading.

3. PISA (PROGRAMME FOR INTERNATIONAL STUDENTS ASSESSMENT)

The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15 – year old students. In 2015 over half a million 15 – year old students in 72 countries, took the internationally agreed two – hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy. Rich information on students, parents, schools and (from the last edition) teachers (similar to TIMMS/PIRLS).

4. PIAAC (PROGRAMME FOR THE INTERNATIONAL ASSESSMENT OF ADULT

COMPETENCIES).

24 countries participated in Round 1 of the survey of Adult Skills (PIAAC) with data collection taking place in 2011 /2012 in most countries. 9 countries took part in the second Round ( 2014/2015 ). In total, around 2 50000 adults aged 16 to 65 were surveyed in 33 countries in the official language(s) of the countries in the two rounds of the study. The survey measures adults´ proficiency in key information – processing skills ( literacy, numeracy and problem solving in technology – rich environments) and gathers information and data on how adults use their skills at home, at work and in the wilder community.

2. ISTAT

A. SURVEY OF HIGH SCHOOL GRADUATES

Repeated cross – sectional survey on high school graduates interviewed 3 years after obtaining their upper secondary diploma Years of the survey: 2015, 2011, 2017, 2004. Sample size: around 40000 cases. Information on:

  • Previous educational career (marks, type of school, …)
  • University experience
  • Transition to the labour market. B. ISTAT SURVEY OF UNIVERSITY GRADES Repeated cross – sectional survey on university graduates interviewed 3/4 years after obtaining their university degree Years of the survey: 2015, 2011, 2017, 2004. Sample size: around 40000 cases. Information on:
  • Previous educational career (marks, type of school, …)
  • University experience
  • Transition to the labour market. C. ISTAT SURVEY OF PhD GRADUATES Cross – sectional survey conducted in 2009 and 2014 on the whole population of Italian PhD Graduates. In each of the two rounds, information was collected on two cohorts of PhD graduates approximately 3 and 5 years after the attainment of their doctoral degree. In total, around 14000 cases in each edition. Information on:
  • Socio – demographic characteristics
  • Early academic career characteristics (type of secondary education, field of study, final mark and delayed graduation in tertiary education, …)
  • Doctoral education characteristics (university prestige, disciplinary area, …)
  • Occupation characteristics (sector, research orientation, type of contract, …)
  • Experiences of geographical mobility
  • Publication record

3. RECENT NEW DATASET

Public opinions on EDUCATION: Investing in education on Europe” (INVEDUC) A survey of public opinion on education, social investment, and social policies in eight Western European countries (Sweden, Denmark, the UK, Ireland, Germany, France, Spain and Italy) in 2014.