Comparative study, Frequent quizzes, Frequent testing, Socioeconomic status, Tests in mathematics, TIMSS study
The purpose of this study was to examine the relationship between quiz frequency and student achievement in eighth-grade mathematics as measured by TIMSS. The more specific goal of the study was determining the best quiz frequency (daily, weekly, monthly, no quizzes) and student achievement relationship for an eighth-grade mathematics course. The study investigated the above-mentioned relationship in all of the eighth-grade of participant countries combined, as well as in four specific countries: Korea, Singapore, Turkey, and the United States. Another goal of the study was to determine high performing and low performing countries’ quizzing practices, and to determine the best relationship of quiz frequency and student achievement in these countries. The study obtained data from the TIMSS 2011 exam and from student, teacher, and school questionnaires. In addition to quiz practices, students’ and schools’ SES data were also used in this study as control variables. Quiz frequency data (independent variable) were retrieved from teacher questionnaires, socioeconomic status (SES) data (control variables) were retrieved from student and school questionnaires, and student achievement data were retrieved from the TIMSS 2011 exam. Several multiple linear regressions were performed to determine whether quiz frequency is a significant predictor of student achievement in all countries combined, as well as in individual countries. Regression results indicated that quizzing frequency is not a significant contributor to student achievement in eighth-grade mathematics, either in all countries combined or in individual countries after controlling for SES variables. Furthermore, regression results indicated that weekly quizzes had the best relationship in all countries, monthly quizzes in the top two performing countries (Korea and Singapore), and daily quizzes in Turkey and the United States. Results also indicated that almost all teachers use quizzes. Moreover, the study also found that SES status is a significant contributor to student achievement, and that student achievement significantly and constantly increased as student SES status improve.
Guven, U. (2017). The Relationship between Testing Frequency and Student Achievement in Eighth-Grade Mathematics: An International Comparative Study Based on TIMSS 2011 (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/131
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