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Assuming Measurement Invariance of Background Indicators in International Comparative Educational Achievement Studies: A Challenge for the Interpretation of Achievement Differences
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Wendt, Heike; Kasper, Daniel; Trendtel, Matthias – Large-scale Assessments in Education, 2017
Background: Large-scale cross-national studies designed to measure student achievement use different social, cultural, economic and other background variables to explain observed differences in that achievement. Prior to their inclusion into a prediction model, these variables are commonly scaled into latent background indices. To allow…
Descriptors: Measurement, Achievement Tests, Cultural Differences, Socioeconomic Influences
Teacher and Classroom Characteristics and Their Relations to Mathematics Achievement of the Students in the TIMSS
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Akyuz, Gozde; Berberoglu, Giray – New Horizons in Education, 2010
Background: Teacher-related factors such as gender, experience, conceptions related to mathematics, instructional practices have effects with various magnitudes on students' mathematics achievement. Classroom related factors such as class size, class climate and limitations to teaching and their relation to mathematics achievement have also been…
Descriptors: Mathematics Achievement, Academic Achievement, Foreign Countries, Teaching Methods