Consistency of Findings Across International Surveys of Math & Science

Authors

  • Michael O'Leary St Patrick's College, Dublin
  • Thomas Kellaghan St Patrick's College, Dublin
  • George Madaus Boston College
  • Albert Beaton Boston College

DOI:

https://doi.org/10.14507/epaa.v8n43.2000

Keywords:

Academic Achievement, Comparative Analysis, Effect Size, Elementary Education, Elementary School Students, Foreign Countries, International Studies, Junior High School Students, Junior High Schools, Mathematics Tests, Science Tests

Abstract

The investigation reported in here was prompted by discrepancies between the performance of Irish students on two international tests of science achievement: the Second International Assessment of Educational Progress (IAEP2) administered in 1991 and the Third International Mathematics and Science Study (TIMSS) administered in 1995. While average science achievement for Irish 13-year-olds was reported to be at the low end of the distribution representing the 20 participating countries in IAEP2, it was around the middle of the distribution representing the 40 or so countries that participated in TIMSS at grades 7 and 8. An examination of the effect sizes associated with mean differences in performance on IAEP2 and TIMSS indicated that the largest differences are associated with the performance of students in France, Ireland and Switzerland. Five hypotheses are proposed to account for the differences.

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Author Biographies

Michael O'Leary, St Patrick's College, Dublin

Michael O'Leary is a member of the Education Department at St.Patrick's College, Dublin, Ireland. He holds a Ph.D. from Boston College in the area of educational research, measurement and evaluation. He has served as Ireland's representative on the Board of Participating Countries for the OECD's Programme for International Student Assessment (PISA) project.

Thomas Kellaghan, St Patrick's College, Dublin

Thomas Kellaghan Thomas Kellaghan is Director of the Educational Research Centre at St. Patrick's College, Dublin. He is a member of Academia Europaea and a Fellow of the International Academy of Education. He is currently serving as President of the International Association for Educational Assessment.

George Madaus, Boston College

George Madaus is Boisi Professor of Education and Public Policy at Boston College. He has served as Director of the National Commission on Testing and Public Policy, and as Vice President of AERA Division D, and as President of NCME. He is a a member of the National Academy of Education and a Senior Research Associate of the National Board on Educational Testing and Public Policy.

Albert Beaton, Boston College

Albert Beaton is a professor in Boston College's Graduate School of Education. He was international study director of the Third International Mathematics and Science Study (TIMSS) and is a former director of design, research, and data analysis for the National Assessment of Educational Progress (NAEP). He is a member of the International Academy of Education and an honorary member of the International Association for the Evaluation of Educational Achievement (IEA).

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Published

2000-08-21

How to Cite

O’Leary, M., Kellaghan, T., Madaus, G., & Beaton, A. (2000). Consistency of Findings Across International Surveys of Math & Science. Education Policy Analysis Archives, 8, 43. https://doi.org/10.14507/epaa.v8n43.2000

Issue

Vol. 8 (2000)

Section

Articles