Session Information
09 SES 08 A, Findings from International Comparative Achievement Studies. Session 4: Relationships in Mathematics and Science Performance
Symposium
Contribution
The purpose in our work is two-sided, viz to make use of the double coding of the maths items (considered to be a source for information used too little) and the lack of “useful” information for the teachers about what PISA has to offer as information. The teachers' knowledge about PISA is almost only newspaper information and one believes that PISA is not useful information for them. It is important to change this situation. To support this, we have analyzed 100 Danish students' answers in the filled-in cognitive test in mathematics in PISA 2003. By looking behind the numerals in the tables, using the double coding system and comparing the actual writing of students' responses to free-response items from 100 students, we gained insight in how students actually give written responses in PISA. We compare these to the aims in the national Danish curriculum. This analysis has been based on 15 released items, so it is possible for the teachers to decide whether the stimulus in the items and the different student responses are of relevance for the interpretation of the national curriculum. The teachers reflect on our hypothesis that the results are inspiring and usable for teachers in practice.
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