Abstract
Since 1964, the International Association for the Evaluation of Educational Achievement (IEA) has organized several international comparative achievement studies in different core subjects, such as mathematics, science and reading. IEA recognizes two main goals of its achievement studies (Plomp, 1998):
1. to provide policy-makers and educational practitioners with information about the quality of their education system in relation to relevant reference systems;
2. to assist in understanding the reasons for observed differences between education systems.
1. to provide policy-makers and educational practitioners with information about the quality of their education system in relation to relevant reference systems;
2. to assist in understanding the reasons for observed differences between education systems.
| Original language | Undefined |
|---|---|
| Title of host publication | Contexts of learning: lessons learned from TIMSS |
| Editors | S.J. Howie, Tj. Plomp |
| Place of Publication | New York |
| Publisher | Routledge |
| Pages | 195-210 |
| Number of pages | 16 |
| Publication status | Published - 2006 |
Keywords
- METIS-234429
Cite this
Bos, K., & Meelissen, M. R. M. (2006). Exploring the factors that influence grade 8 mathematics achievement in the netherlands, belgium flanders and germany: Results of secondary analysis on TIMSS 1995 data. In S. J. Howie, & T. Plomp (Eds.), Contexts of learning: lessons learned from TIMSS (pp. 195-210). New York: Routledge.