IEA Compass: Briefs in Education 2022 Round-up

It’s that time of the year again! Looking back at 2022, we are pleased to have published three IEA Compass: Briefs in Education that use TIMSS 2019 and ICILS Teacher Panel data, as well as address the role of curriculum in ILSAs. The 2022 Compass Briefs aim to answer the following questions, among others:  

  • What are the advantages and challenges of a curriculum-based approach in international large-scale assessments?  
  • What is the relationship between students’ gender, and their confidence and achievement in mathematics and science?  
  • How do the changes in the availability of school ICT resources and participation in ICT training relate to increases in teachers’ use of ICT?  

As a short-format publication series, IEA Compass: Briefs in Education aims to succinctly link IEA study findings to recurring and emerging questions in education policy debates around the world. The Briefs address issues of interest not only to those involved in educational decision and policymaking but also to a broad range of educational stakeholders. They cover a range of topics related to teaching and learning in school subjects connected to IEA studies. The series is open-access, can be translated, and is edited by Dr. David Rutkowski.  

Educational organizations interested in translating the Briefs can contact Laura Cheeseman at IEA Amsterdam.  

Dr. David Rutkowski is the editor of the IEA Compass: Briefs in Education series.  

 

Here is an overview of the Briefs published in 2022: 

March 2022: Valuing Curriculum-Based International Large-Scale Assessments 

by Jan-Philipp Wagner, Dirk Hastedt 

Available in English, Arabic, Danish, and Spanish 

Most national assessments in education focus on the curriculum to identify the knowledge and skills students should have acquired. This Compass Brief addresses the advantages and challenges of a curriculum-based approach in International Large-scale Assessments and outlines solutions implemented in IEA studies. 

 

April 2022: Missing out on half of the world’s potential: Fewer female than male top achievers in mathematics and science want a career in these fields 

by Juliane Hencke, Matthias Eck, Justine Sass, Dirk Hastedt, Ana Maria Mejia-Rodriguez 

Available in English and French 

Using IEA’s TIMSS (Trends in International Mathematics and Science Study) 2019 data, this brief explores the relationship between students’ gender, their confidence and achievement in mathematics and science, and their aspirations to pursue careers in these fields.

 

September 2022: The Role of Investment in ICT Resources and Teachers' Professional Development 

by Ana Maria Mejia-Rodriguez, Andrés Strello, Rolf Strietholt, Andrés Christiansen 

Available in English and Arabic 

Data from IEA's ICILS (International Computer and Information Literacy Study) Teacher Panel present an increase in the use of ICT. This brief examines how changes in the availability of school ICT resources and recent participation in ICT-related professional development relate to increases in teachers' use of ICT.  

 

Posted: 23.12.2022