Outcomes and Causal Inference in International Comparative Assessments

Projektinformationen

OCCAM

ID Finanzhilfevereinbarung: 765400

DOI

10.3030/765400

Projekt abgeschlossen

EK-Unterschriftsdatum 22 Januar 2018

Startdatum 1 Februar 2018

Enddatum 31 Januar 2022

Finanziert unter

• EXCELLENT SCIENCE - Marie Skłodowska-Curie Actions

Gesamtkosten

€ 3 882 563,64

EU-Beitrag

€ 3 882 563,64

Koordiniert durch

TECHNISCHE UNIVERSITAT DORTMUND
Germany

CORDIS bietet Links zu öffentlichen Ergebnissen und Veröffentlichungen von HORIZONT-Projekten.

Links zu Ergebnissen und Veröffentlichungen von RP7-Projekten sowie Links zu einigen Typen spezifischer Ergebnisse wie Datensätzen und Software werden dynamisch von OpenAIRE abgerufen.

Leistungen

Documents, reports (1)

Dissemination of the white paper

The white paper is a comprehensive summary of key research with contributions from all three thematic working groups and it will be released during the final conference in Brussels

Other (11)

Appointment contracts for ESRs

Full-time contracts for all ESRs at the respective beneficiaries.

Supervisory Board

Appointment of members of the supervisory board from each beneficiary and partner organization. Election selection committee and gender and diversity committee. Plan detailed task allocation, communication, management strategy.

Completion of Complementary-Skills Network-wide Training

The complementaryskills component of the networkwide trainings is completed with the fourth networkwide five days long workshop

Announcement of the ESR positions finalized

The 15 ESR positions are first announced in month 1 through EURAXESS, internet portals, journals, and the OCCAM website and social media accounts. In case of vacant positions, these are announced through mailing lists, partners' networks, and flyers sent to universities in month 4, at latest.

Closing ceremony for the OCCAM training

The completion of the OCCAM training will be celebrated on a joint formal ceremonyESR who finished their doctorates are awarded during the ceremony

Completion of Theoretical Network-wide Training

The theoretical component of the network-wide trainings is completed with the third network-wide (ten days long) workshop.

Finalization of WP2's PhD projects

Lead beneficiary submits a final report of WP2s ESRs to the training coordinatorThe report covers a review of the project progress against the Personal Career Development Plans PCDPFor ESRs who did not finish their doctorate by the end of OCCAM the report will cover a concrete subsequent career plan

Final conference in Brussels

Final conference for policy makers stakeholders practitioners and a broad scientific audience in BrusselsPresentations on key findings of the research projectsRelease of the OCCAM white paper

Finalization of WP3's PhD projects

Lead beneficiary submits a final report of WP3s ESRs to the training coordinatorThe report covers a review of the project progress against the Personal Career Development Plans PCDPFor ESRs who did not finish their doctorate by the end of OCCAM the report will cover a concrete subsequent career plan

Finalization of WP1's PhD projects

Lead beneficiary submits a final report of WP1s ESRs to the training coordinatorThe report covers a review of the project progress against the Personal Career Development Plans PCDPFor ESRs who did not finish their doctorate by the end of OCCAM the report will cover a concrete subsequent career plan

Completion of Methodological Network-wide Training

The methodological component of the network-wide trainings is completed with the second network-wide (ten days long) workshop.

Open Research Data Pilot (1)

External release of the OCCAM Database

External public and openaccess release of the OCCAM database

Websites, patent fillings, videos etc. (1)

Publishing OCCAM homepage and creating media accounts

Launch OCCAM homepage and social media accounts.

Veröffentlichungen

Peer reviewed articles (15)

Item position effects in listening but not in reading in the European Survey of Language Competences

Autoren: Andrés Christiansen, Rianne Janssen
Veröffentlicht in: Educational Assessment, Evaluation and Accountability, 2020, ISSN 1874-8597
Herausgeber: Springer Verlag
DOI: 10.1007/s11092-020-09335-7

Making sense out of measurement non-invariance: how to explore differences among educational systems in international large-scale assessments

Autoren: Edwin Cuellar; Ivailo Partchev; Robert J. Zwitser; Timo Bechger
Veröffentlicht in: Educational Assessment, Evaluation and Accountability, Ausgabe 33, 2021, Seite(n) 9-25, ISSN 1874-8597
Herausgeber: Springer Verlag
DOI: 10.1007/s11092-021-09355-x

Do increases in national-level preschool enrollment increase student achievement? Evidence from international assessments

Autoren: Rolf Strietholt; Rolf Strietholt; Nina Hogrebe; Henrik Daae Zachrisson
Veröffentlicht in: International Journal of Educational Development, Ausgabe 1, 2020, ISSN 0738-0593
Herausgeber: W.I. Ozanne and Associates
DOI: 10.1016/j.ijedudev.2020.102287

Developing a shared cluster construct of instructional leadership in TALIS

Autoren: Veletić, J., & Olsen, R. V.
Veröffentlicht in: International Journal of Leadership in Education, 2021, ISSN 1360-3124
Herausgeber: Taylor & Francis
DOI: 10.1080/13603124.2021.1953612

Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science

Autoren: Olesya Gladushyna, Rolf Strietholt, Isa Steinmann
Veröffentlicht in: Educational Assessment, Evaluation and Accountability, 2020, ISSN 1874-8597
Herausgeber: Springer Verlag
DOI: 10.1007/s11092-020-09352-6

A constrained factor mixture analysis model for consistent and inconsistent respondents to mixed-worded scales.

Autoren: Isa Steinmann; Rolf Strietholt; Johan Braeken
Veröffentlicht in: 1082-989X, Ausgabe 2, 2021, ISSN 1082-989X
Herausgeber: American Psychological Association
DOI: 10.1037/met0000392

Screening for aberrant school performances in high-stakes assessments using in influential analysis

Autoren: Christiansen, A., Janssen, R., & Bayes, C. L.
Veröffentlicht in: International Journal of Quantitative Research in Education, Ausgabe 5, 2020, ISSN 2049-5986
Herausgeber: Inderscience Publishers
DOI: 10.1504/ijqre.2020.111451

Academic resilience: Underlying norms and validity of definitions

Autoren: Ye, W., Strietholt, R., & Blömeke, S.
Veröffentlicht in: Educational Assessment, Evaluation and Accountability, Ausgabe 33, 2020, Seite(n) 169-202, ISSN 1874-8597
Herausgeber: Springer Verlag
DOI: 10.1007/s11092-020-09351-7

Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015

Autoren: Ana María Mejía-Rodríguez, Hans Luyten, Martina R. M. Meelissen
Veröffentlicht in: International Journal of Science and Mathematics Education, 2020, ISSN 1571-0068
Herausgeber: Kluwer Academic Publishers
DOI: 10.1007/s10763-020-10100-x

Developing a shared cluster construct of instructional leadership in TALIS

Autoren: Jelena Veletić, Rolf Vegar Olsen
Veröffentlicht in: Studies in Educational Evaluation, Ausgabe 68, 2021, Seite(n) 100942, ISSN 0191-491X
Herausgeber: Pergamon Press Ltd.
DOI: 10.1016/j.stueduc.2020.100942

Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments

Autoren: Andrés Strello; Rolf Strietholt; Rolf Strietholt; Isa Steinmann; Isa Steinmann; Charlotte Siepmann
Veröffentlicht in: Assessments. Educational Assessment, Evaluation and Accountability, Ausgabe 33, 2021, Seite(n) 139-167, ISSN 1874-8597
Herausgeber: Springer Verlag
DOI: 10.1007/s11092-020-09346-4

Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics

Autoren: Konstantinidou, E. & Scherer, R.
Veröffentlicht in: Computers & Education, 2022, ISSN 0360-1315
Herausgeber: Pergamon Press Ltd.
DOI: 10.1016/j.compedu.2021.104424

Is Canada really an education superpower? The impact of non-participation on results from PISA 2015

Autoren: Jake Anders, Silvan Has, John Jerrim, Nikki Shure, Laura Zieger
Veröffentlicht in: Educational Assessment, Evaluation and Accountability, 2020, ISSN 1874-8597
Herausgeber: Springer Verlag
DOI: 10.1007/s11092-020-09329-5

Measures of long-term trends in mathematics: linking large-scale assessments over 50 years

Autoren: Erika Majoros; Monica Rosén; Stefan Johansson; Jan-Eric Gustafsson
Veröffentlicht in: Educational Assessment, Evaluation and Accountability, Ausgabe 33, 2021, Seite(n) 71-103, ISSN 1874-8597
Herausgeber: Springer Verlag
DOI: 10.1007/s11092-021-09353-z

Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach

Autoren: Leah Natasha Glassow; Victoria Rolfe; Kajsa Yang Hansen
Veröffentlicht in: Educational Assessment, Evaluation and Accountability, Ausgabe 33, 2021, Seite(n) 105-137, ISSN 1874-8597
Herausgeber: Springer Verlag
DOI: 10.1007/s11092-020-09348-2

Other (5)

Conditioning: How background variables can influence PISA scores

Autoren: Zieger, L. R., Jerrim, J., Anders, J., & Shure, N.
Veröffentlicht in: CEPEO Working Paper Series 20(09), 2020
Herausgeber: Centre for Education Policy and Equalising Opportunities, UCL Institute of Education

Educational expectations of UK teenagers and the role of socio-economic status and economic preferences

Autoren: Häs, S., Anders, J., Jerrim, J. & Shure, N.
Veröffentlicht in: CEPEO Working Paper No. 21-11, 2021
Herausgeber: Centre for Education Policy and Equalising Opportunities, UCL

The Effect of Teacher Characteristics on Students’ Science Achievement

Autoren: Sancassani, P.
Veröffentlicht in: ifo Working Paper No. 348, 2021
Herausgeber: ifo

Monetary and time investments in children’s education: How do they differ in workless households?

Autoren: Häs, S., Anders, J., & Shure, N.
Veröffentlicht in: CEPEO Working Paper Series (Working Paper No. 20–10; CEPEO Working Paper Series), 2020
Herausgeber: Centre for Education Policy and Equalising Opportunities, UCL Institute of Education

De invloed van school- en systeemkenmerken op (on)gelijke onderwijsuitkomsten naar sociale herkomst en thuistaal: vergelijkende analyse op PISA 2015

Autoren: Franck, E. & Nicaise, I.
Veröffentlicht in: 2019
Herausgeber: HIVA, IEA, Steunpunt Onderwijsonderzoek

Non-peer reviewed articles (1)

The integrity of educational outcome measures in international assessments

Autoren: Strietholt, R., Rosén, M., & Gladushyna, O.
Veröffentlicht in: Educational Assessment, Evaluation, and Accountability, Ausgabe 33, 2021, ISSN 1874-8597
Herausgeber: Springer Verlag
DOI: 10.1007/s11092-021-09354-y

Book chapters (1)

The Influence of International Civic and Citizenship Studies on Education in Chile

Autoren: Cares Osorio, G., Salinas Valdivieso, E.
Veröffentlicht in: Influences of the IEA Civic and Citizenship Studies on Education in Participating Countries, 2021, Seite(n) 25-36
Herausgeber: Springer
DOI: 10.1007/978-3-030-71102-3