International Comparisons of Student Achievement in Mathematics and Science: A Canadian Perspective

• Published in: Canadian journal of education 1996-10, Vol.21 (4), p.396-413
• Main Author: Nagy, Philip
• Format: Article
• Language: English
• Subjects: Academic Achievement; Achievement Tests; Age groups; Canada; Comparative Analysis; Curricula; Educational Testing; Educational tests & measurements; Foreign Countries; International Assessment; International Assessment of Educational Progress; International Education; International Studies; Jurisdiction; Mathematics; Mathematics Achievement; Mathematics curricula; Mathematics education; Mathematics Tests; National Competency Tests; National Surveys; Opportunities; Opportunity to Learn; Science; Sciences; Second International Mathematics Study; Second International Science Study; Secondary school curricula; Secondary Schools; Standardized tests; Study & teaching; Test Construction; Test Content; Test Interpretation; Test Results; Test validity; Testing Programs
• ISSN: 0380-2361; 1918-5979
• DOI: 10.2307/1494893

International testing programs in mathematics and science require careful interpretation. The major difficulties in such tests include test content substructure, the meaning of composite scores, the difficulty of measuring opportunity-to-learn, and the choice of test content. Valid interpretations must contend with inherent limitations to international comparisons, such as differing value systems, the differences among countries, and differences in enrolment rates. Opportunity-to-learn ought to be given as much importance as achievement data. At the high school level, achievement must be interpreted in the context of enrolment. Canada's performance, in light of the these concerns, appears better than some critics have suggested. /// Les programmes de tests internationaux en mathématiques et en sciences requièrent une interprétation judicieuse. Les principales difficultés que posent ces tests sont, entre autres, la sous-structure de leur contenu, la signification des scores composites, l'évaluation des possibilités d'apprentissage et le choix du contenu des tests. Pour être valables, les interprétations doivent tenir compte des limites inhérentes aux comparaisons internationales, en raison par exemple des divers systèmes de valeurs, des différences entre les pays et des écarts entre les taux de scolarité. On devrait accorder autant d'importance aux possibilités d'apprentissage qu'aux données relatives au rendement scolaire. Au niveau de l'école secondaire, le rendement doit être interprété en fonction des taux de scolarité. La performance du Canada, à la lumière de ces considérations, semble meilleure que certains critiques donnent à penser.