Volume 33, Issue 3

Search all European Journal of Psychology of Education articles

July 2018

Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment

Issue Editors:

Roger Säljö,
Jelena Radišić

8 articles in this issue

Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment: looking beyond numbers
Roger Säljö
Jelena Radišić
OriginalPaper 12 May 2018 Pages: 419 - 426
Policy impact of PISA on mathematics education: the case of Norway
Guri A. Nortvedt
OriginalPaper 14 April 2018 Pages: 427 - 444
Teachers’ reflection on PISA items and why they are so hard for students in Serbia
Jelena Radišić
Aleksandar Baucal
OriginalPaper 14 February 2018 Pages: 445 - 466
Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way
Aleksandar Baucal
Dragica Pavlović Babić
Smiljana Jošić
OriginalPaper 28 March 2018 Pages: 467 - 487
Errare humanum est! A socio-psychological approach to a “Climbing Mount Fuji” PISA question
Patrizia Selleri
Felice Carugati
OriginalPaper 23 March 2018 Pages: 489 - 504
Italian students’ results in the PISA mathematics test: does reading competence matter?
Anna Maria Ajello
Elisa Caponera
Laura Palmerio
OriginalPaper 15 May 2018 Pages: 505 - 520
All good readers are the same, but every low-skilled reader is different: an eye-tracking study using PISA data
Ksenija Krstić
Anđela Šoškić
Kenneth Holmqvist
OriginalPaper 02 May 2018 Pages: 521 - 541
Observing response processes with eye tracking in international large-scale assessments: evidence from the OECD PIAAC assessment
Bryan Maddox
Andrew P. Bayliss
Francesca Borgonovi
OriginalPaper Open access 29 May 2018 Pages: 543 - 558

Volume 33, Issue 3

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