homeabout usawardsbruce choppin award

IEA International Research Conference (IRC)

Every two years, IEA sponsors a conference for research on IEA study data.

IEA Bruce H. Choppin Memorial Award

This award recognizes outstanding master's theses or doctoral dissertations that employ empirical research methods and use IEA data.

The award, established by IEA in 1985 as a memorial to the late Dr Bruce H. Choppin, takes the form of a certificate and a prize of €500. Two awards, one for the best submission at the master's level and one at the doctoral level, are offered annually.

Entry requirements

For each year's competition, the thesis or dissertation submitted must have been completed within the three years preceding the entry deadline (31 March of that year). Applicants should submit to the IEA Secretariat:

  • an extended (10-page) summary of their thesis or dissertation in English and in electronic form;
  • a cover sheet stating the title of the thesis, the university at which it was completed, and the name and contact information of the applicant.

Short-listed applicants will be asked to provide a copy of their complete thesis.

About Bruce H. Choppin

Dr Bruce H. Choppin studied mathematics at Cambridge University in England before attending the University of Chicago, where he earned his Ph.D. in the area of measurement, evaluation, and statistical analysis. He was closely connected with IEA from 1963 until his death in 1983. His first work with IEA involved data analysis for England's national report of the First International Mathematics Study. He later undertook a small-scale exploratory study with Dr Alan Purves designed to measure student understanding and appreciation of literary prose and poetry. Dr Choppin was also involved in the conceptualization, instrument construction, and data analysis phases of the Six Subject Survey. He was the international coordinator for an item banking project carried out by IEA, chair of the IEA Training Committee, and head of the IEA Data Processing Unit in New York from 1969 to 1972.

Dr Choppin was an early proponent of the Rasch method of scaling aptitude and achievement test scores. He was at the center of a debate about Rasch scaling in the 1970s, a time when this method was still looked upon with skepticism by those in the field of testing. In 1974 he published a monograph for IEA, The Correction for Guessing on Objective Tests: A Report of the General Findings of the IEA Study of Guessing Behavior. He established the journal Evaluation in Education (later known as the International Journal of Educational Research) with Prof Neville Postlethwaite as co-editor. In addition to his work with IEA, Dr Choppin also worked for several years at the National Foundation for Educational Research in England, the Science Education Centre in Israel, and the University of California and Cornell University in the United States.

Dr Choppin passed away in Chile in 1983, having gone there to help the country's national research coordinator for the IEA Written Composition Study. His ashes are buried in London.

Previous Choppin Award winners

2015 Ioulia Televantou, University of Oxford, UK
  “Addressing an old issue from a new methodological perspective: a proposition on how to deal with bias due to multilevel measurement error in the estimation of the effects of school composition” (doctoral dissertation) DOWNLOAD PDF
2014 Rolf Strietholt, TU Dortmund University, Germany
  "Using the world as an educational laboratory" revisited: Methodological foundations for utilizing recent and older international large-scale studies for educational effectiveness research (doctoral dissertation)
  Francisco Cerón Acevedo, London School of Economics and Political Science, United Kingdom
  Cross national differentiation in school systems and achievement: Compositional effects and contextual factors in case of Chile (master's thesis)
2013 Stefan Johansson, University of Gothenburg, Sweden
  On the validity of reading assessments: Relationships between teacher judgements, external tests and pupil self-assessments (doctoral dissertation) DOWNLOAD PDF
2012 Gabrielle Stanco, Boston College, United States
  Using TIMSS 2007 data to examine STEM school effectiveness in an international context (doctoral dissertation)
  Jan-Christoph Bietenbeck, Center for Monetary and Financial Studies, Spain
  Teaching practices and student achievement: Evidence from TIMSS (master's thesis) DOWNLOAD PDF
2011 Chanho Park, University of Wisconsin-Madison, United States
  A multilevel IRT model for group-level diagnostic assessment with application to TIMSS (doctoral dissertation)
2009 Kathleen L. Trong, Boston College, United States
  Using PIRLS 2006 to measure equity in reading achievement internationally (doctoral dissertation) DOWNLOAD PDF
2008 Pasi Reinikainen, University of Jyväskylä, Finland
  Sequential explanatory study of factors connected with science achievement in six countries: Finland, England, Hungary, Japan, Latvia and Russia. Study based on TIMSS 1999 (doctoral dissertation) DOWNLOAD PDF
  Anne McDaniel, Ohio State University, United States
  Cross-national gender gaps in adolescent's educational expectations, 1970–2003 (master's thesis)
2007 Yiyu Xie, University of California, Berkeley, United States
  Three studies of person by item interactions in international assessments of educational achievement (doctoral dissertation)
2005 María José Ramírez, Boston College, United States
  Understanding the low mathematics achievement of Chilean students: A cross-national analysis using TIMSS data (doctoral dissertation)
  Ludger Wößmann, Kiel University, Germany
  Schooling and the quality of human capital (doctoral dissertation)
2004 Wendy Klandl Richardson, University of Maryland, United States
  Connecting political discussion to civic engagement: The role of civic knowledge, efficacy and context for adolescents (doctoral dissertation) DOWNLOAD PDF
2002 Laura M. O'Dwyer, Boston College, United States
  Extending the application of multilevel modeling to data from the Third International Mathematics and Science Study (doctoral dissertation)
1999 Dana L. Kelly, Boston College, United States
  Interpreting the Third International Mathematics and Science Study (TIMSS) achievement scales using scale anchoring (doctoral dissertation)
1997 Ingeborg Janssen Reinen, University of Twente, the Netherlands
  Teachers and computer use: The process of integrating IT in the curriculum (doctoral dissertation)
  Petra Lietz, Flinders University, Australia
  Changes in reading comprehension across cultures and over time (doctoral dissertation)
1994 Deidra J. Young, Curtain University, Australia
  Gender differences in science achievement: Secondary analysis of data from the Second International Science Study (doctoral dissertation)
1993 Andreas Schleicher, Deakin University, Australia
  A computer-based approach to sample design (master's thesis)
1992 Norbert Sellin, University of Hamburg, Germany
  Statistical model building in research on teaching: The case of a study in eight countries (doctoral dissertation)
1991 Hans Pelgrum, University of Twente, the Netherlands
  Educational assessment: Monitoring, evaluation and the curriculum (doctoral dissertation)
1990 K.C. Cheung, University of London, United Kingdom
  Product and process modeling for science achievement at the sixth form level in Hong Kong (doctoral dissertation)
1989 Marilda Chandavarkar, Columbia University, United States
  Physics education in the United States (doctoral dissertation)
1987 Nongnuch Wattanawaha, University of Illinois at Urbana-Champaign, United States
  A study of equity in mathematics teaching and learning in lower secondary school in Thailand (doctoral dissertation)
1985 Lauren M. Sontag, Columbia University, United States
  Vertical equating methods: A comparative study of their efficacy (doctoral dissertation)
1984 Ingrid Munck, Stockholm University, Sweden
  Model building in comparative education (doctoral dissertation) DOWNLOAD PDF

To top

© 2011 IEA. All rights reserved.