Only the combined effects of pretesting and coaching have substantial positive effects on student performance on the low-stakes PISA assessments¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The combination of pretesting and coaching, rather than either alone, substantially improved student performance on the low-stakes PISA test. → Brunner 2007

Evidence¶

Brunner 2007¶

Brunner, M.; Artelt, C.; Krauss, Stefan; Baumert, J. (2007). Coaching for the PISA test. Learning and Instruction 17 (2), S. 111-122. https://doi.org/10.1016/j.learninstruc.2007.01.002

q3 · i? · causal · r?

Pre-/posttest quasi-experimental study of coaching and pretest effects on the PISA reading and mathematics assessments, reported in the abstract: "only the combined effects of pretesting and coaching have substantial positive effects on student performance." No effect size is printed in the available text.

"Results show that only the combined effects of pretesting and coaching have substantial positive effects on student performance."

Discussion¶

Related Claims¶

• The study addresses whether performance on the low-stakes PISA reading and mathematics assessments can be fostered by coaching and pretesting — related
• Coaching and pretest effects on PISA performance were studied separately for each content domain (reading and mathematics) — related
• Coaching is known to improve student performance on high-stakes tests, motivating the question for low-stakes tests — related
• Differential coaching effects across academic tracks were examined by sampling German Hauptschule and Gymnasium students — related
• Schools high on both personalism and academic press show substantially higher student academic engagement than schools high on either alone — related
• Chicago students gain most in achievement when strong academic press and strong social support occur together, and learn less when either is strong and the other weak — related
• Personalism and academic press each had only small influences on engagement, but their combination elevated student academic engagement substantially — related