Explore and Explain Reflection Journal TIMSS PISA and more

docx

School

University of Texas, Arlington *

*We aren’t endorsed by this school

Course

5305

Subject

Mathematics

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by SargentPelican3737

Explore and Explain Reflection Journal : TIMSS, PISA, and more Prompt Response Name Current position (if applicable) Teacher If currently teaching, grade level: 3 rd Grade If currently teaching, subject(s): Math/Science Teaching certification (if applicable): For many of your assignments, there is quite a bit of structure around “what to do.” This assignment is intentionally less structure for myriad reasons, one specifically to be responsive to your individual needs and interests. Treating this assignment like a semi-structured research paper is advisable. Prompt Response Explore science and mathematics assessments like TIMSS, PISA, NCES data, your state or local assessments, etc. List everything you find that you think would be interesting to explore. Gender differences in math. Race/ethnicity differences in math. Does effort effect scores across sub-pops and gender? The effect of home life on mathematics achievement. The effect on the classroom setting on mathematics achievement. Explain why you included what you did in your list above. I think it’s important to look at how we compare to other countries to see how they are bridging the gaps for all learners. Also, we need the know how to best serve those under performing populations to reach their potential for math. What sort of data like these assessments are you familiar with already? Explain. I am familiar with our state assessment STAAR and NWEA Map. STAAR is a test given at every grade level from 3 rd up that covers the materials of that grade level. Information can be broken down by skills, topics, gender, ethnicity, socioeconomic status, etc. NWEA MAP is an adaptive test that shows where the students’ strengths and weaknesses are. It provides you with explicit ideas for skills to target, helps you create groups, and ways to extend students who are ready to be moved on in specific skills. I have never heard of the other assessments before. Thoroughly explore your resources. Write a 1000+ word synthesis and reflection of what you decide to explore and make sense of. Be sure to cite your sources. There is a growing trend of gender differences in math. From the various assessments such as TIMSS, PISA, NAEP, STAAR, NWEA MAP, male students have outperformed female students. From the 4 th grade TIMSS assessment in 2019 in the United States, males performed on average 11 points higher than their female peers. In other countries across the world, where male students outperformed female students it ranged between 5 points to 19-point differences. Since the start of the

TIMSS test, there has been an increase in the difference in scores. In 1995, male students started at a 3-point difference whereas most recently it has grown to an 11- point difference. From the PISA assessment male students outperformed female students in mathematics by and average of 5 points up to 20 points. In 2022, the NAEP Mathematics Assessment gave insight into the how the gender gap grew between male and female students from the previous scores of the 2019 assessment. The score difference grew to a 6-point difference from a 3-point difference. According to the data from the article Gender Differences at the Highest Levels of Mathematics Achievement: A Texas Based Study , from 2016-2019 male students outperformed female students on average of 4% to 9% higher in each score bands. The growing trend of the gap between male and females in math is likely due to gendered socialization. This occurs due to the influence of family and teachers, because they should be taught to be behave a certain way that is culturally acceptable. While in the classroom setting female achievement was based on their hard work versus male students where their achievement was based on their innate talent. Because of this influence it has caused students to create a fixed mindset versus a growth mindset and not want to face challenges and move past them. On average students who took the 4 th grade TIMMS test in 2019 there were 3 sub-pops that performed better than others. The top 3 sub-pops were Asian, White, and students of Two more races. On average they scored 52, 24, and 20 points higher than the underperforming sub- pops. The 4 sub-pops that were underperforming was our Indian/Alaskan Native, Hispanic, and Native Hawaiian/Other Pacific Islanders, or African American. On average their scores ranged 20 to 41 points lower. In the 2018 PISA assessment, the two highest performing sub-pops were Asian and White students. Their scores were respectively around 539 and 503. The average score in the U.S. during tis time was a 478. The two lowest sub-pops were Hispanic and African American students, whose scores were around a 452 and a 419. In 2022, the NAEP Mathematics Assessment gave insight into the insight that all sub-pops decreased in mathematics scores. White students did not perform as low as their African American and Hispanic peers who showed a greater

decline in scores from previous years. With the most recent STAAR data, we can see that 58% of White students and 70% Asian students were at grade level. The lower sub-pops for Math STAAR were Hispanic students at 36% met grade level, African American students only had a 28% met grade level. While these scores are higher than they had been before, they still aren’t as high as they were before the global pandemic happened. When exploring to see if effort effected the outcome of student scores in various sub-pops and gender NWEA MAP found that disengaged test taking was common and even occurred most often within older grade levels. There was an increase in rapid guessing and it varied by different sub-pops. This trend showed that 25% of African American students, 20% of Latino student showed minimal effort compared to 15% of White students. The differences also were high when male students were compared to female because as students progressed throughout the the years male students simply disengaged. This has shown that the achievement gap that once favored male students is beginning to close due to lack of interest/effort and not because of content mastery. Educators and Administrators really need to look at closing the gaps and finding ways to engage students to truly show what they know. The scores that we as educators see are snapshot of the students’ performance, not what their actual ability level is or intelligence. These scores are impacted by outside factors such as test anxiety, motivation, past school experiences, family, classroom settings, etc. Not every test takes in those extra factors, but the TIMMS and PISA assessments get information to gain insight on factors that can affect learning in math and science. The questionnaire they give is provided to students, parents, teachers, and school principal. By including others into their understandings, they are able to have more insight into the home and school factors associated with the student’s achievement. Creating classrooms that are highly engaging, collaborative, and where skills are practiced promotes a positive attitude towards learning because students are the ones who are doing the learning, rather than just getting the information. Oftentimes, student’s opinion

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

towards testing/learning is hindered or becomes stagnant because they are bored or disengaged because they are just having to sit and get the information. Moving towards a highly engaging classroom is an important key to developing independent, confidant, critical thinkers. As we move towards this approach students will be more confidant and you will see their performance and proficiency begin to go up. What is the importance of educational data like what you have explored? The importance of it is to see the gaps in learning between genders and various sup-pops. Which of your sources do you think other teachers/administrators, others etc. need to know about? Why? Explain. I think the Highlights of the PISA and TIMMS reports would be good resources to look at to start with understanding the gaps between genders and sub-pops. Also, utilizing the website The Nation’s Report Card too, to look at the NAEP Math Assessment. Teachers/ administrators should look at student effort across sub-pops and gender. See how it changes as students get older and determine trends that they see. This is important because we use the information from these to determine how to support students and when they disengage from the test, we don’t know exactly what information we need to target with our instruction. Think of an activity that might be good in this course for future students to do to learn about this material. Explain all necessary details of the assignment. Choose a sub-pop or gender and see how they achieved on any one of the various assessments and basically design a plan that will help support the gaps in educational learning for that sub-pop or gender. You can use background, family, and research to design your plan. References (2022). Retrieved from The Nation's Report Card: https://www.nationsreportcard.gov/highlights/mathematics/2022/ (2022). Retrieved from IEA TIMSS & PIRLS: https://timss.bc.edu/timss2023/index.html Campbell, S. (2020, 8). Retrieved from Scholarworks: https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1366&context=etds Lopez, B. (2023, 8 16). Retrieved from The Texas Tribune: https://www.texastribune.org/2023/08/16/texas-staar-scores-math-reading/ McKnight, K. (2019, 8 19). Retrieved from Linkedin: https://www.linkedin.com/pulse/preparing- students-college-career-test-katie-mcknight-ph-d- Soland, J. (2019). Retrieved from NWEA: https://www.nwea.org/uploads/2020/03/researchbrief-are-achievement-gap- estimates-biased-by-differential-student-test-effort-2019.pdf

Highlights of U.S. PISA 2018 Results Web Report (NCES 2020-166 and 2020-072). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Available at https://nces.ed.gov/surveys/pisa/pisa2018/index.asp . TIMSS 2019 U.S. Highlights Web Report (NCES 2021-021). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Available at https://nces.ed.gov/timss/results19/index.asp .

Explore and Explain Reflection Journal TIMSS PISA and more

Related Documents