Interactive Graphics for Presentation and Exploration of Student Performance Profiles in IGLU/TIMSS 2011 Educational Surveys

Ali Ünlü; Bernhard Gschrey

doi:10.4236/jss.2015.39018

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JSS> Vol.3 No.9, September 2015

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Interactive Graphics for Presentation and Exploration of Student Performance Profiles in IGLU/TIMSS 2011 Educational Surveys ()

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DOI: 10.4236/jss.2015.39018 3,115 Downloads 3,583 Views

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Ali Ünlü^*, Bernhard Gschrey

Affiliation(s)

TUM School of Education and Centre for International Student Assessment, TU Munich, Munich, Germany.

ABSTRACT

This paper advocates the application of interactive graphics as a qualitative research method for comparative large-scale assessments, known to supplement and extend analytical techniques. Graphics can be easily generated for effective display of information. Interaction is essential for exploring data in a flexible and controlled manner. The national results of the common sample of the large-scale educational assessment studies Internationale Grundschul-Lese-Untersuchung (IGLU)/ Trends in International Mathematics and Science Study (TIMSS) 2011 demonstrated the effectiveness of interactive graphics. The performance profiles of elementary school students in terms of the competency domains of reading, mathematics, and science are analyzed. Furthermore, spineplots are used to investigate the background characteristics of students of different performance types in order to identify possible educational disadvantage. The study aims to simplify data exploration before reporting, and to more effectively present the findings obtained from comparison studies on school achievement.

KEYWORDS

Data Exploration, Interactive Graphics, Large-Scale Assessment, IGLU/TIMSS 2011, Mondrian, R, Performance Profiles, Background Characteristics, Educational Disadvantage

Cite this paper

Ünlü, A. and Gschrey, B. (2015) Interactive Graphics for Presentation and Exploration of Student Performance Profiles in IGLU/TIMSS 2011 Educational Surveys. Open Journal of Social Sciences, 3, 122-136. doi: 10.4236/jss.2015.39018.

Conflicts of Interest

The authors declare no conflicts of interest.

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