Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Source
| AERA Online Paper Repository | 3 |
Author
| Debeer, Dries | 1 |
| Ham, Yeajin | 1 |
| Hwang, Jihyun | 1 |
| Janssen, Rianne | 1 |
| Müller, Fabian | 1 |
| Reiss, Kristina M. | 1 |
| Schiepe-Tiska, Anja | 1 |
| Strohmaier, Anselm Robert | 1 |
Publication Type
| Reports - Research | 3 |
| Speeches/Meeting Papers | 3 |
Education Level
| Secondary Education | 3 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Taiwan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Program for International… | 3 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkStrohmaier, Anselm Robert; Schiepe-Tiska, Anja; Müller, Fabian; Reiss, Kristina M. – AERA Online Paper Repository, 2017
Self-concept is an important noncognitive predictor of learning success and academic achievement, but mechanisms behind these effects are mostly unknown (Marsh, 2006). We analyzed the influence of mathematical self-concept on university students' eye movements in reading mathematical PISA items in a mathematical and a problem-solving context. In a…
Descriptors: College Students, College Mathematics, Mathematics Skills, Mathematics Tests
Ham, Yeajin; Hwang, Jihyun – AERA Online Paper Repository, 2020
With rising importance of collaborative problem-solving skills (CLPS) for the new information age, the PISA 2015 assessed students' CLPS skills on a large scale. This new attempt to measure CLPS raises an issue of validity. The purpose of this research is to examine evidence for convergent validity of CLPS through investigating the relationships…
Descriptors: Cooperative Learning, Problem Solving, Student Evaluation, International Assessment
Debeer, Dries; Janssen, Rianne – AERA Online Paper Repository, 2016
In educational assessments two types of missing responses can be discerned: items can be "not reached" or "skipped". Both types of omissions may be related to the test taker's proficiency, resulting in non-ignorable missingness. This paper proposes to model not reached and skipped items as part of the response process, using…
Descriptors: International Assessment, Foreign Countries, Achievement Tests, Secondary School Students
