International Test Scores Research Articles

Predicting Academic Performance: Correlating IELTS Scores with End-of-Term Grades in Vietnamese High School Students

English proficiency is increasingly crucial in Vietnam’s globalized landscape, with standardized tests like IELTS serving as key indicators of language ability. However, effectively translating international test scores to local grading systems remains a challenge. This study aimed to establish a reliable conversion method between IELTS scores and end-of-term grades for high school students in Vung Tau, Vietnam. Utilizing a quantitative, correlational design, we analyzed data from 371 students in grade 10 at Le Quy Don specialized school. Data sources included mock IELTS scores administered by The Forum and official end-of-term grades. Pearson correlation and linear regression analyses were employed to examine the relationship between the variables. A significant positive correlation (r =0.432,p < 0.01) was found between IELTS scores and end-of-term grades. Linear regression analysis yielded a statistically significant model (End-of-term grade = 0.501 × IELTS + 5.843) for predicting grades based on IELTS scores. A conversion table was developed to provide a practical reference for educators. This study provides a valuable tool for bridging the gap between IELTS scores and academic performance in a Vietnamese educational context. The conversion table can inform educational decision-making regarding student placement, targeted support, and curriculum development, ultimately enhancing the understanding of English proficiency expectations for students and educators alike.

Tool to assess the groundstroke technique of preadolescent tennis players.

In this study, we develop a tool that can be used by tennis coaches to evaluate the groundstroke (forehand and backhand) technique of preadolescent tennis players. The participants of the study were 60 children (30 males and 30 females) aged 10-12 years, with at least two years of training in tennis. The Groundstroke Correction Checklist (GCC) was translated into Turkish by using a blind procedure. The Turkish translation was then evaluated by 15 coaches of the Turkish Tennis Federation who had at least a level-3 coaching license and more than five years of coaching experience. The technical components related to technique in the checklist were labeled as unimportant, important, and very important. Following this, the GCC was converted into a Groundstroke Technique Assessment Test Tool (GTATT) by a selection committee consisting of three experts, and its reliability and validity were assessed by using it in the field. Spearman's correlation was used to analyze the correlation (test-r test) between the technical evaluation scores assigned to the players by the tennis coaches based on the GTATT in the first and second weeks. Intra- and inter-rater reliability was used to analyze the overall scores of technical evaluations in the first and second weeks to assess the reliability of the scale used. We determined each player's number of years of playing experience (TPY), technical evaluation (TE), international tennis-level test score (ITN), I-cord classification order (ICCO), and the number of games won (GW) in a tournament organized among themselves and evaluated the correlations among these parameters by using Spearman's correlation analysis. A statistically high and significant correlation was observed between the technical evaluations of the players' forehand and backhand groundstrokes by the tennis coaches by using the GTATT in the first and second weeks (r > .90, p < .01). The analysis of the intra- and inter-rater reliability of the GTATT yielded excellent agreement between the technical observations of the three coaches of the players' forehand and backhand strokes in the first and second weeks.

Birth Order Effects in the Developed and Developing World: Evidence from International Test Scores

Birth Order Effects in the Developed and Developing World: Evidence from International Test Scores

Instructional coaches' framing of a mathematics reform

PurposeInstructional coaches are pivotal to articulating the agenda of system-wide reform, yet their role remains largely unexamined. Their approach with educators is contextually situated within the schooling system in which they work to reflect the historical and sociocultural system influences. Given the downward trend in New Zealand's international test scores for mathematics, it is timely to review the role of instructional coaches.Design/methodology/approachIn this paper, the authors draw on qualitative data derived from interviews with experienced coaches to investigate how they brokered the vision and pedagogy of a system-level reform in mathematics. Using a sensemaking lens we specifically examined the collective stories they employed as explanatory tools.FindingsThe analysis revealed that coaches drew on factors from school and classroom contexts of professional development practice and from collective beliefs about effective practice, alongside the project materials incorporated in the design of the project. System-level stories of reading reform influenced coaches' leadership of professional practice in implementing the New Zealand Numeracy Development Project, a progressively scaled-up professional learning and development initiative designed to improve teacher knowledge and pedagogy.Originality/valueThis paper highlights the critical importance of coaches' knowledge and expertise, the complexity of the implementation process and the coherence of the infrastructure that supports them in instructional reform.

Prospects of Compulsory English Education in South Korea: What Went Wrong and What Could Be Rectified

This article examines the conceivable rationales as to why Korean students’ English-speaking proficiency scores are not as outstanding as other international standardized test scores such as the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA). Despite the efforts of the Korean government to impose compulsory English education policies such as starting English education earlier and arranging for native English speakers to co-teach in English classes, the English knowledge of Koreans is still lacking. Without knowing the details of the English Program in Korea (EPIK) and the curriculum of English education, the Ministry of Education’s (MOE) strategies may sound ideal in terms of effective language pedagogical approach, yet in this article I examine why they are ineffective. I begin by analyzing the results of three tests: PISA, TIMSS, and the Test of English as a Foreign Language (TOEFL) to assess Korean students’ scholastic aptitudes. Next, I examine the current stage of compulsory English education in Korea according to the data from the MOE. Finally, prospects and recommendations are proposed on how the Korean compulsory English education could be improved based on the discovery of three critical drawbacks: insufficient instructional time, eligibility of EPIK, and the need for teacher evaluation.

PROMOTING LECTURER’S IELTS SCORE THROUGH SUPER INTENSIVE (SUPIN) IELTS PREPARATION PROGRAM

One of the efforts to improve language skills of the lecturers is by joining IELTS Preparation program organized by one of the International Education institution (IEDUC) located in Bandung. This research aims to find out whether there is a correlation between the results of the Super-IELTS Intensive program (SUPIN) lecturer final score with the real International Test score in sort of the evaluation process on that program. The subject was taken from two classes program comprising 19 lecturers as participants. The data in this study were obtained from the pre and post-test score during SUPIN program and the score on the real International test conducted by the British Council. The result of the research revealed the fact that listening test obtained the highest gain while speaking got the lowest gain during the program. The further analyzing on Variance got a significant linear regression by having 0.959 as a coefficient correlation. It means that there is a significant correlation between final score of SUPIN program (X) and International test score (Y) which contribute 92.1% toward the International test score. Meanwhile, only 7.9% was contributed by other factors. In other words, the SUPIN program is effective to increase Lecturer’s skill on doing IELTS test.

The Contribution of Test Type and Curriculum Difference on the Effect of the National Test Score at International Mathematic Test Score: The Challenge of IR 4.0 Curriculum

Purpose: The students’ competencies of math are required to be assessed by using an international scale of evaluation. Thus, education policies and learning evaluation are developed by educational policymakers to improve the education system and result quality. Hence, the purpose of this research was to investigate The Contribution of International Mathematics Test Type and Curriculum Difference on the Effect of the National Test Score on International Mathematics Test Score. Research Methods: This study employed 600 students of private and public Junior High Schools in Indonesia. The Mathematics Test Types included were PISA-like and TIMSS-like. They were used to represent the type of test. The model of curriculums applied in Junior High School in Indonesia used in this study was KTSP and K13. The multiple regression was used to analyze the data. Findings: The National Test Score had a stronger effect on International Mathematics Test Score for KTSP curriculum implementation rather than K13 curriculum, and National Test Score had a stronger effect on International Mathematics Test Score for PISA type of International mathematic test rather than TIMSS one. These results showed that the different curriculum used at the mathematics learning process and test types had a moderate effect of National on International test score in a mathematics course. Implications for Research and Practice: It implies an increase in the policymakers to pay more attention to the curriculum design and type of learning evaluation. It is suggested that future research should include learning and teaching types to find out a deeper behavioral and attitudinal understanding of learning and teaching of mathematics.

Does private schooling affect international test scores? Evidence from a natural experiment

ABSTRACTThe effects of private schooling on Programme for International Student Assessment (PISA) scores of 63 countries across the globe from 2000 to 2012 are estimated. I employ year and country fixed effects regression models and use the short-run demand for schooling within a country and year as an instrument to predict private share of schooling enrollment. I find evidence to suggest that an increased share of private schooling leads to improved PISA scores around the world. Specifically, the model using control variables alongside country and year fixed effects finds that a 1 percentage point increase in the private share of schooling enrollment is associated with a 1.4-point increase in math scores and a 1.1-point increase in reading scores. However, only the reading result remains statistically significant in the instrumental variables analysis.

A Space for Boys and Books: Guys Read Book Clubs

The well-documented gender achievement gap continues to receive popular as well as scholarly attention. Fueling this attention are international and national test scores that continue to illustrate that boys, regardless of age, income, race, or ethnicity, trail girls in reading assessments.While we acknowledge that there is a gender gap in reading achievement between males and females, we remain unconvinced that gender is the only factor; gender is a social and cultural construction, and these considerations must be included in understanding this phenomenon. We were extended a unique opportunity to experience and evaluate a literacy initiative that was created in response to the perceived “crisis” in boys’ literacy—Guys Read book clubs. This article offers an inside glimpse into the out-of-school world of boys and books, which can inform in-school reading practices for both boys and girls.

Does Private Schooling Improve International Test Scores? An Instrumental Variables Fixed Effects Analysis of the Impact of Private Schooling on PISA Scores

We estimate the effect of private schooling on Program for International Student Assessment (PISA) scores of 62 countries across the globe from 2000 to 2012. We employ time and country-fixed effects regression models and also use the short-run demand for schooling within a country and year as a new instrument for private share of schooling enrollment. We find evidence to suggest that increased private schooling leads to improved PISA scores around the world. Specifically, our preferred model finds that a ten percentage point increase in the private share of schooling enrollment is associated with a 28% standard deviation increase in math, a 24% standard deviation increase in reading, and a 18% standard deviation increase in science.

When Students Don't Care: Reexamining International Differences in Achievement and Non-Cognitive Skills

Policy debates in education are often framed by using international test scores, such as the Programme for International Student Assessment (PISA). The obvious presumption is that observed differences in test scores within and across countries reflect differences in cognitive skills and general content knowledge, the things which achievement tests are designed to measure. We challenge this presumption, by studying how much of the within-country and between-country variation in PISA test scores is associated with student effort, rather than true academic content knowledge. Drawing heavily on recent literature, we posit that our measures of student effort are actually proxy measures of relevant non-cognitive skills related to conscientiousness. Completing surveys and tests takes effort and students may actually reveal something about their conscientiousness by the amount of effort they show during these tasks. Our previous work, and that of others validates this claim (e.g. Boe, May and Boruch, 2002; Borghans and Schils, 2012; Hitt, Trivitt and Cheng, 2016; Hitt, 2016; Zamarro et al., 2016). Using parametrizations of measures of survey and test effort we find that these measures help explain between 32 and 38 percent of the observed variation in test scores across countries, while explaining only a minor share of the observed variation within countries.

Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya

While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning.

Higher Test Scores or More Schooling? Another Look at the Causes of Economic Growth

I use a dynamic augmented Solow model to estimate the effect of international test scores and investment in schooling and tutoring on economic growth rates in 55 countries during 1985–2005. Either test scores or investment in schooling and tutoring can explain growth rates in the full data set or in countries that had less than 8 years of schooling in 1985. In countries with more schooling in 1985, investment in schooling has a small effect and test scores have no effect on growth rates. In the 24 countries with scores above 470, higher scores have no effect on growth rates.

Accounting for quality differences in human capital and foreign direct investment

This paper empirically investigates how cross-country differences in the quality of human capital, as they are captured by the conventional measures of international test score differences, influences the patterns of foreign direct investment. Using panel data covering 32 countries during the period between 1985 and 2004, this paper finds that a host country's quality of educational attainment plays an independent role in attracting foreign direct investment. In particular, the quality of human capital influences horizontal foreign direct investment, even after accounting for the roles of skill and factor endowments, trade costs, investment costs, and country-size and income effects.

The quality of immigrant source country educational outcomes: Do they matter in the receiving country?

International test scores are used to proxy the quality of source country educational outcomes and explain differences in the rate of return to schooling among immigrants in Canada. The average quality of educational outcomes in an immigrant's source country and the rate of return to schooling in the host country labor market are found to have a strong and positive association. However, in contrast to those who completed their education pre-immigration, immigrants who arrived at a young age are not influenced by this educational quality measure. Also, the results are not much affected when the source country's GDP per capita and other nation-level characteristics are used as control variables. Together, these observations reinforce the argument that the quality of educational outcomes has explanatory power for labor market outcomes. The effects are strongest for males and for females without children.

Cross-country differences in the quality of schooling

This paper constructs a cross-country measure of the quality of education using a novel approach based on international test scores data. The first main finding is that there are large differences in education quality – one year of schooling in the U.S. is equivalent to three or more years of schooling in a number of low-income countries. I incorporate the estimated series for schooling quality in an accounting framework calibrated using evidence on Mincerian returns. This leads to the second important finding, which is that the fraction of income differences explained by the model rises substantially when one includes education quality; the increase is around 22percentage points.

Can International Test Score Comparisons Inform Educational Policy? A Closer Look at Student Performance in Russia and its Neighbors

Russian 8th graders score relatively high on the TIMSS mathematics test. But they perform poorly on the PISA mathematics test compared to students in Eastern and Central European countries that traditionally taught a math curriculum similar to Russia’s. In this paper, we push beneath the surface of this puzzle by focusing on how students from higher and lower social class background in Russia performed over a decade on the PISA and TIMSS tests compared to students of similar social class background in Eastern European countries and in some much higher income neighbors in Western Europe. We also compare Russian students in Russia with those in Russian language schools in Latvia. We conclude that the Russian PISA “problem” is located mainly in the relatively low performance of higher social class students and may be more related to the Russian math curriculum or the test itself than students’ math knowledge.

Tracing the U.S. Deficit in PISA Reading Skills to Early Childhood

Why does the United States lag behind so many other countries on international education assessments? The traditional view targets school-based explanations—U.S. schools attract poorer teachers and lack the proper incentives. But the U.S. educational system may also serve children with comparatively greater academic challenges as a result of poorer social conditions. One way of gaining leverage on this issue is to understand when U.S. students fall behind their international counterparts. I first compare reading/vocabulary test scores for U.S. and Canadian children (ages 4-5) using National Longitudinal Study of Youth 1979–Children and Youth (NLSY79) and Canada’s National Longitudinal Study of Children and Youth (NLSCY). I then compare the magnitude of these differences to similar cohorts of students at ages 15 to 16 using data from the Programme for International Student Assessment (PISA). Findings indicate that while the Canadian advantage in PISA is substantial (0.30 standard deviation units), this advantage already existed at ages 4 to 5, before formal schooling had a chance to matter. I discuss the implications of this pattern for interpreting international test score rankings.

Multilingual Teaching in an American Advertising Course: Implementation and Assessment

This case study explores the use of multiple languages within a large Advertising Principles course in a US university. Course support materials—slides and syllabi–were provided in two languages, English and Chinese. Acceptance was measured through an online survey. Behavioral outcomes were measured through classroom observations and test score analysis’. Acceptance was high among both international and domestic students. Compared to a prior semester, attention to classroom activities and adherence to course rules increased among international students, while attendance and test scores remained unchanged. Implications for advertising and journalism education are discussed.

Beyond Gross National Product: An Exploratory Study of the Relationship between Program for International Student Assessment Scores and Well-being Indices

Because national intelligence is a crucial predictor of national wealth, the potential for international test scores to serve as a proxy measure of national cognitive capabilities has intrigued educational researchers. However, national wealth indexes, such as GDP or Purchasing Power Parity (PPP), are of limited use as indicators of quality of life. Since the late 20 th and early 21 st century, Europeans have been taking the lead in the movement of going beyond GDP by taking social and environmental indicators into account while measuring national progress. Guided by European principles, this study utilizes two indices, Human Development Index (HDI) and Happy Planet Index (HPI), to investigate the extent to which international test scores might predict national well-being. This exploratory study, utilizing correlation matrix, cluster analysis, and conditional regression, found that Program for International Student Assessment (PISA) scores collected in the year 2000 are a significant predictor of national well-being measured by HDI and HPI approximately a decade later. However, when cultural and geopolitical factors were taken into account, it was found that this relationship was not consistent across different subcomponents of HDI and HPI, and across different regions of the globe.