The study addresses whether performance on the low-stakes PISA reading and mathematics assessments can be fostered by coaching and pretesting¶

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 study explores whether student performance on the PISA reading and mathematics assessments can be fostered by coaching and administering a pretest, treating PISA as a low-stakes test for students. → 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?

Research question from the abstract: the study investigates whether performance on the OECD PISA reading and mathematics assessments, described as a "low-stakes test" with no personal relevance for students, can be fostered by coaching and pretesting.

"we explore whether student performance on the reading and mathematics assessments of the OECD's Programme for International Student Assessment (PISA) can be fostered by coaching (and administering a pretest)."

Discussion¶

Related Claims¶

• Only the combined effects of pretesting and coaching have substantial positive effects on student performance on the low-stakes PISA assessments — related
• Coaching and pretest effects on PISA performance were studied separately for each content domain (reading and mathematics) — related
• Differential coaching effects across academic tracks were examined by sampling German Hauptschule and Gymnasium students — related
• Coaching is known to improve student performance on high-stakes tests, motivating the question for low-stakes tests — related
• Classroom pretesting improves high-stakes exam performance on pretested content by 8–9% over a multi-week course — related
• Pretesting enhances learning — a broader claim this one bears on
• Pre-tests reduced adult learners' persistence in a MOOC, though they improved post-test scores among those who completed it — related
• The study examines the social gradient in students’ achievement motivation through an integrative data analysis spanning two decades of PISA data — related