Cross‐national achievement studies

Learning from South Africa's participation in the Trends in International Mathematics and Science Study (TIMSS)

Dados Bibliográficos

ID11920650
AutoresVijay Reddy (0000-0001-7365-6551, Human Sciences Research Council, autor correspondente)
Ano2005
Volume35
Fascículo1
Páginas63-77
Data de publicação2005-03-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCompare A Journal of Comparative and International Education (JOURNAL)
Identificadores do periódicoISSN: 0305-7925 • E-ISSN: 1469-3623
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057920500033571
OpenAlexW2039492982
IdiomaEN
Citações recebidas8
Referências citadas2

This article explores the potential of cross‐national achievement studies through a critical reflection upon the experience of South Africa's participation in the Trends in International Mathematics and Science Study (TIMSS). There are a growing number of multi‐country and international achievement studies. While recognizing the limitations of these studies, this article considers how far these studies can be an effective tool for the generation of in‐country information that can usefully inform policy and practice. It is argued that improvements can be made by using a simpler methodology for the analysis and presentation of information; better ways of analysing the influence of domestic dimensions of poverty, inequality and social stratification; and improved strategies for assessing progress over time against national baselines. The article concludes with a set of questions for systems to consider when thinking about participating in international or multi‐country achievement studies. Notes Programme d'Analyse des Systemes Educatifs des Pays de la Confemen (PASEC) is the French equivalent of SACMEQ. Foundation phase is the first three years of school. IRT uses a scale of 800 points with a mean of 500 and a standard deviation of 100 points. I acknowledge that the cognitive level categorization is subjective but for the purposes of illustration have chosen the categorization done by TIMSS. In this analysis all items are scored one point. The School Funding Norms categorized schools, based on the physical condition of the schools and the community as a score of 1 to 5 and for the purpose of redress funding was allocated to schools on the basis of the poverty index. There will be a change in the formula that was used to calculate the index because many poor students have moved to schools outside their community

Comparative education · Economic growth · Economics · Higher education · Inequality · International studies · Mathematics education · Political science · Poverty · Presentation (obstetrics · Set (abstract data type · Social science · Sociology · Computer Science · Education Systems and Policy · Global Educational Policies and Reforms · Mathematics · Poverty, Education, and Child Welfare · Psychology