Titlebook: Research on PISA; Research Outcomes of Manfred Prenzel,Mareike Kobarg,Silke R?nnebeck Book 2013 Springer Science+Business Media Dordrecht 2

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書目名稱Research on PISA影響因子(影響力)




書目名稱Research on PISA影響因子(影響力)學(xué)科排名




書目名稱Research on PISA網(wǎng)絡(luò)公開度




書目名稱Research on PISA網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Research on PISA被引頻次




書目名稱Research on PISA被引頻次學(xué)科排名




書目名稱Research on PISA年度引用




書目名稱Research on PISA年度引用學(xué)科排名




書目名稱Research on PISA讀者反饋




書目名稱Research on PISA讀者反饋學(xué)科排名

dry-eye

Using Mathematical Competencies to Predict Item Difficulty in PISA: A MEG Studye how the demand for activation of those competencies relates to the difficulty of the items. We find that the scheme can be used effectively, and that ratings of items according to their demand for activation of the competencies are highly predictive of the difficulty of the items.

退潮

Cloudburst

Implications of PISA Outcomes for Science Curriculum Reform in the Netherlandsest in the PISA results rapidly declined. Nevertheless, there is sufficient reason to take a closer look at the PISA results, for instance because (a) our neighbours are catching up, (b) currently ambitious curriculum innovation programmes are being conducted in most of secondary education, and (c)

絕緣

Using Mathematical Competencies to Predict Item Difficulty in PISA: A MEG Studyvey (PISA) in relation to a set of six mathematical competencies. These competencies have underpinned the PISA mathematics framework since the inception of the PISA survey; they have been used to drive mathematics curriculum and assessment review and reform in several countries; and the results of t

別名

PISA Mathematics in Germany: Extending the Conceptual Framework to Enable a More Differentiated Assedge one needs inner structures of that domain in order to be able to interpret the data gained. There are several possibilities, e.g. to differentiate between the main content strands as geometry, algebra etc. However the German PISA options differentiated according to cognitive activities connected

長處

Modeling Reciprocal Determinism in PISAuences the other in a feedback loop. This notion is invoked in PISA to explain the relationship between students’ achievements and various aspects of their learning strategies, motivations, self-beliefs and preferences. But, in PISA, as in the literature as a whole, the reciprocal determinism of the

晚來的提名

Graves’-disease

細(xì)微的差異

Reporting Differentiated Literacy Results in PISA by Using Multidimensional Adaptive Testingd to report reliable results for all 10 subdimensions of students’ literacy in reading, mathematics and science considered in PISA. The responses of . = 14,624 students who participated in the PISA assessments of the years 2000, 2003 and 2006 in Germany were used to simulate unrestricted MAT, MAT wi