Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics

Publikation: Arbeits- oder Diskussionspapiere und BerichteArbeits- oder Diskussionspapiere

Standard

Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics. / Krawitz, Janina; Achmetli, Kay; Blum, Werner et al.
Paris: Organisation for Economic Co-Operation and Development, 2016. (OECD Education Working Papers; Band 151).

Publikation: Arbeits- oder Diskussionspapiere und BerichteArbeits- oder Diskussionspapiere

Harvard

Krawitz, J, Achmetli, K, Blum, W, Vogel, S & Besser, M 2016 'Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics' OECD Education Working Papers, Bd. 151, Organisation for Economic Co-Operation and Development, Paris. https://doi.org/10.1787/bc544d1e-en

APA

Krawitz, J., Achmetli, K., Blum, W., Vogel, S., & Besser, M. (2016). Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics. (OECD Education Working Papers; Band 151). Organisation for Economic Co-Operation and Development. https://doi.org/10.1787/bc544d1e-en

Vancouver

Krawitz J, Achmetli K, Blum W, Vogel S, Besser M. Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics. Paris: Organisation for Economic Co-Operation and Development. 2016. (OECD Education Working Papers). doi: 10.1787/bc544d1e-en

Bibtex

@techreport{9e24b59ec86c496da3fd873c1761f6d9,
title = "Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics",
abstract = "This paper aims to investigate the performance of the students in the United States in all 84 mathematics items that were administered in the United States as part of the PISA 2012 assessment. It compares the performance of the United States with the OECD average and with the performance of five reference countries/economies that were ranked higher on the PISA scale. The analysis reveals specific relative strengths and weaknesses of the 15-year-olds in the United States, referring to items in which they performed unexpectedly well or unexpectedly badly compared to their overall distance from the OECD average or from the reference countries/economies. On that basis, certain patterns – that means certain clusters – of items with similar cognitive requirements, are identified. There are seven altogether, three for strengths and four for weaknesses of the US students. An analysis of student solutions illustrates and further clarifies these strengths and weaknesses. The results show that the relative strengths are mostly revealed in easy items, whereas the relative weaknesses are mostly reflected in particularly demanding items.",
keywords = "Lifelong Learning",
author = "Janina Krawitz and Kay Achmetli and Werner Blum and Sebastian Vogel and Michael Besser",
year = "2016",
doi = "10.1787/bc544d1e-en",
language = "English",
series = "OECD Education Working Papers",
publisher = "Organisation for Economic Co-Operation and Development",
address = "France",
type = "WorkingPaper",
institution = "Organisation for Economic Co-Operation and Development",

}

RIS

TY - UNPB

T1 - Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics

AU - Krawitz, Janina

AU - Achmetli, Kay

AU - Blum, Werner

AU - Vogel, Sebastian

AU - Besser, Michael

PY - 2016

Y1 - 2016

N2 - This paper aims to investigate the performance of the students in the United States in all 84 mathematics items that were administered in the United States as part of the PISA 2012 assessment. It compares the performance of the United States with the OECD average and with the performance of five reference countries/economies that were ranked higher on the PISA scale. The analysis reveals specific relative strengths and weaknesses of the 15-year-olds in the United States, referring to items in which they performed unexpectedly well or unexpectedly badly compared to their overall distance from the OECD average or from the reference countries/economies. On that basis, certain patterns – that means certain clusters – of items with similar cognitive requirements, are identified. There are seven altogether, three for strengths and four for weaknesses of the US students. An analysis of student solutions illustrates and further clarifies these strengths and weaknesses. The results show that the relative strengths are mostly revealed in easy items, whereas the relative weaknesses are mostly reflected in particularly demanding items.

AB - This paper aims to investigate the performance of the students in the United States in all 84 mathematics items that were administered in the United States as part of the PISA 2012 assessment. It compares the performance of the United States with the OECD average and with the performance of five reference countries/economies that were ranked higher on the PISA scale. The analysis reveals specific relative strengths and weaknesses of the 15-year-olds in the United States, referring to items in which they performed unexpectedly well or unexpectedly badly compared to their overall distance from the OECD average or from the reference countries/economies. On that basis, certain patterns – that means certain clusters – of items with similar cognitive requirements, are identified. There are seven altogether, three for strengths and four for weaknesses of the US students. An analysis of student solutions illustrates and further clarifies these strengths and weaknesses. The results show that the relative strengths are mostly revealed in easy items, whereas the relative weaknesses are mostly reflected in particularly demanding items.

KW - Lifelong Learning

U2 - 10.1787/bc544d1e-en

DO - 10.1787/bc544d1e-en

M3 - Working papers

T3 - OECD Education Working Papers

BT - Report on the relative strengths and weaknesses of the United States in PISA 2012 mathematics

PB - Organisation for Economic Co-Operation and Development

CY - Paris

ER -

DOI

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