Helga Engs hus
Sem Sælands vei 7
This meta-analysis examined the gender differences in K-12 students' digital competence (aka ICT literacy). Synthesizing 69 effect sizes obtained from 23 empirical studies resulted in a positive, weak, and significant overall effect in favor of girls, g = +0.13. This effect varied between studies, and several study and sample characteristics explained this variation. For instance, the type of skills assessed and the interactivity of the ICT literacy assessment moderated the overall effect.
Applications are invited for a full-time position as a PhD Research fellow (SKO 1017) at the Department of Teacher Education and School Research (ILS) at the University of Oslo.
The position involves collecting and analyzing data from the project “Teachers’ Effects on Student Outcomes" TESO funded by the FINNUT-program of the Research Council of Norway. The objective of this project is to examine the effect of teacher quality and their instruction on student motivation, well-being, and learning gains in mathematics and science.
The project TESO is a Norwegian longitudinal extension of the international large-scale survey Trends in Mathematics and Science Study TIMSS.
CONTACT PERSON: Dr Trude Nilsen
APPLICATION DEADLINE: 1 May 2019
This paper presents an empirical study of the PISA 2012 mathematics assessment and the Norwegian mathematics exams. Teachers were asked to rate the competency demands certain items and tasks may have, and the resultant ratings were fed into an explanatory item response theory model. Overall, the ratings explained a substantial amount of variance in item difficulties, especially for the PISA mathematics assessment.