International research
research.pisa2018.title
AIM
research.pisa2018.target
Sample Characteristics
research.pisa2018.samplingCharacteristics
research.icils2018.title
AIM
research.icils2018.target
Sample Characteristics
research.icils2018.samplingCharacteristics
PIRLS 2016
AIM
Comparison of level and quality of reading and text comprehension by elementary school students in different countries of the world, identifying differences in national education systems
Sample Characteristics
About 4,000 students from 150-200 schools from each country. In most countries, 4th grade elementary school students participate in the study (it is the fourth year of study that is considered an important milestone in the development of children's reading literacy - by this point, students should master reading to such an extent that it becomes a tool of their further education). In Russia: 4577 pupils of 4th grade from 206 educational organizations from 42 regions (including 150 schools in Moscow, 4289 students)
PISA 2016
AIM
The Pisa for Schools (PfS) study complements primary PISA study. PfS was developed to meet the teachers' and educational leaders' demand as a tool that gives comparable results as well as conclusions on how to use them to improve the quality of education. The purpose of the study is an assessment of the educational achievements of 15-year-old students.
Sample Characteristics
The sample of students is formed by probability-proportional method. Participants of the study are 15-year-old students of educational organizations. In 2016 over 42,000 students from 609 educational organizations in Moscow participated in the study.
TIMSS 2015
AIM
Comparative evaluation of academic achievements of students of grades 4th and 8th in maths and science in countries with different education systems, identifying features of education systems that define different levels of student achievement. Questioning students, their teachers, and the school administration, identifying factors that affect the quality of education in Russia, compare the content of educational standards developed in this country, with the requirements for the general education of students in different countries.
Sample Characteristics
53 regions, 200 schools separately for elementary and middle schools (of which 26 are Moscow schools).
PISA 2015
AIM
Evaluation of academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.
Sample Characteristics
42 regions of Russia, 210 educational organizations (including 10 educational organizations in Moscow), 6300 students (7-9 grades - 87%, 10-11 grades - 10%, students from organizations of vocational education - 3%). - "scientific literacy"
TIMSS 2015
AIM
Comparative assessment of the science and mathematics preparation of middle school students in countries with different education systems and the identification of factors affecting the level of this training. Studying the quality of education of high school graduates who have studied advanced courses in mathematics and physics. These two subjects are the priorities in terms of assessing intellectual potential of countries and the ability of its younger generation to use and improve new technologies.
Sample Characteristics
In 2015, the study involved students from 21 educational organizations in Moscow.
TALIS 2014
AIM
To find out in what conditions teachers work, and what kind of learning environment exists in schools. To help countries define and develop policies that support conditions that ensure the efficiency of school processes. The research objectives are to provide useful data for adoption of new policy decisions and analyze the following critical aspects of school activities: the role and functioning of school management; - evaluation of teachers' work and receiving their feedback; - teachers' professional development; - teachers' perceptions and views on teaching and pedagogical practices.
Sample Characteristics
The sample size is 200 schools in each country, 20 teachers in each school. 37 countries have participated in total. The target group of the study is middle school teachers and middle school principals. Russia: 14 regions, 200 schools, 4076 middle school teachers, 198 heads of educational organizations
ICILS 2013
AIM
To assess students' readiness to study, work and live in the age of information; study the level of computer and information literacy of 8th grade students; identify and analyze factors affecting computer and information literacy; contribute to the development of educational programmes leading to the formation of computer and information literacy of students, and promote training in this area at the national and international levels.
Sample Characteristics
43 regions of the country, 206 schools (including 12 schools in Moscow), 7318 research participants: 3907students, 2995 teachers, 206 responsible for informatization at school, 206 principals.
PISA 2012
AIM
Evaluation of academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.
Sample Characteristics
42 regions of Russia, 227 educational organizations (including 10 educational organizations in Moscow), 5219 students (grades 7th-8th - 8.4%, 9th grade - 73.5%, grades 10-11 - 13.7%, pupils and students of educational institutions of elementary and middle vocational education - 4.3%). - “mathematical literacy”
PIRLS 2011
AIM
Comparison of the level and quality of reading and text comprehension by elementary school students in different countries, identifying differences in national education systems.
Sample Characteristics
About 4,000 students from 150-200 schools from each country. In most countries, 4th grade elementary school students participate in the study (it is the fourth year of study that is considered an important milestone in the development of children's reading literacy - by this point, students should master reading to such an extent that it becomes a tool of their further education). In Russia: 42 regions; 202 schools (including 12 schools in Moscow), 4461 students.
TIMSS 2011
AIM
Comparative evaluation of students’ academic achievements in grades 4th and 8th in maths and science in countries with different education systems; identifying features of education systems that define different levels of student achievement. Questioning students, their teachers, and the school administration, identifying factors that affect the quality of education in Russia, compare the content of educational standards developed in this country with the requirements for the general education of students in different countries.
Sample Characteristics
42 regions, 4,467 4th grade students from 202 schools (including 12 Moscow schools), 4,893 8th grade students from 210 schools, of which 12 are educational organizations in Moscow; 217 elementary school teachers, 237 teachers of mathematics, 913 teachers of natural sciences subjects, 4444 parents of 4th grade pupils, 412 representatives of school administration.
PISA 2009
AIM
Evaluation of academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of pupils and their families' backgrounds, characteristics of educational institutions and the academic process.
Sample Characteristics
45 regions of Russia, 213 educational organizations (including 10 educational organizations of Moscow), 5633 students (7th- 9th grades - 71%, of which 9th grade - 60.1%; 10th -11th grades - 24%, of which 10th grade - 23.1%; students of professional schools, technical schools and colleges - 4.9%). - “reading literacy”
ICCS 2009
AIM
To explore how young people in different countries are preparing to become citizens. The results of this study demonstrate students’ level of knowledge and understanding of their roles as citizens, as well as their attitude to citizenship and civic responsibility. The study also identifies practices for teaching, classroom management, school management, creating a school climate and other factors related to student achievement and attitude towards civic education.
Sample Characteristics
45 regions, 209 schools (including 10 Moscow schools), 4295 students of 8th grade, 3081 teachers
TIMSS 2008
AIM
Comparative assessment of the natural-mathematical preparation of middle school students in countries with different education systems and the identification of factors affecting the level of this training. Studying the quality of education of high school graduates who have studied advanced courses in mathematics and physics. These two subjects are the priorities in terms of assessing the intellectual potential of countries and the ability of their younger generation to use and improve new technologies.
Sample Characteristics
In 2008, the study involved students from 12 educational organizations in Moscow.
TEDS-M 2008
AIM
To assess the quality of higher education based on standardized testing and questionnaires of a relevant sample of university graduates. The main objective of the TEDS-M study is to examine teacher training systems and assess the quality of teacher preparation for teaching mathematics in elementary and middle school. Researches of elementary school and middle school have been conducted separately from each other. Research objectives are to assess the quality of teachers’ education; to identify and evaluate differences in teacher training in different countries; identify the factors that determine the most effective systems in teachers’ education.
Sample Characteristics
University students of the last year of study, obtaining the degree of elementary school teachers and middle school maths teachers. Sample formation of Russian universities has been implemented according to the list of higher education institutions that provide training for elementary and/or middle school teachers received from the Ministry of Education and Science of the Russian Federation. Attended: 2266 students - future elementary school teachers from 49 universities; 2141 students - future middle school mathematics teachers from 48 universities; 1212 teachers.
TIMSS 2007
AIM
Comparative assessment of academic achievements of pupils of the 4th and 8th grades in maths and science in countries with different education systems; identifying specific features of education systems that determine different levels of student achievement. Questioning students, their teachers, and school administration to determine factors that influence the quality of education in Russia, compare the content of educational standards developed in this country, with requirements for the general education of students in different countries.
Sample Characteristics
58 regions, 4,464 students of 4th grade from 206 schools, including 10 Moscow schools; 4472 8th grade students from 210 schools (of which 10 are educational institutions in Moscow), 268 elementary school teachers, 273 mathematics teachers, 1083 teachers of natural sciences subjects, 416 representatives of school administration.
PIRLS 2006
AIM
Comparison of level and quality of reading and text comprehension by elementary school students in different countries of the world, identifying differences in national education systems
Sample Characteristics
About 4,000 students from 150-200 schools from each country. In most countries, 4th grade elementary school students participate in the study (it is the fourth year of study that is considered an important milestone in the development of children's reading literacy - by this point, students should master reading to such an extent that it becomes a tool of their further education). In Russia: 45 regions; 232 schools (including 8 Moscow schools); 4955 students.
PISА 2006
AIM
To assess academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.
Sample Characteristics
46 regions of Russia, 210 educational institutions (among them 10 Moscow educational institutions), 6154 students (7-9 grade - 33,5%, among them 9th grade - 27,2%; 10-11 grade - 50,5%, among them 10th grade - 49,2%; professional school students - 6,1%, technical school and college students - 9,9%) - «scientific literacy»
TIMSS 2003
AIM
Comparative assessment of maths and science achievements of students of grades 4th and 8th in different education systems. The other objectives of the study are to define the education systems peculiarities which define students’ achievement levels. TIMSS participants (students, teachers as well as school administration) fill in the questionnaires which help identify factors influencing the quality of education in Russia, compare the content of educational standards in this country with the compulsory general educational requirements in other countries.
Sample Characteristics
63 regions, 419 schools, 3963 4th grade students, 4667 8th grade students, 207 elementary school teachers
PISA 2003
AIM
To assess academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.
Sample Characteristics
46 regions of Russia, 212 educational institutions, 5974 students (9th grade - 32%, 10th grade - 49%, professional school students - 7%, technical school and college students - 12%) - «mathematical literacy»
PIRLS 2001
AIM
To compare level and quality of reading and text comprehension among fourth-graders in different countries all over the world, as well as examining the differences of education systems.
Sample Characteristics
4000 students from 150-200 schools in each country. In most of the countries these are fourth-graders who participate in the study: the fourth year at elementary school is considered to be an important milestone in the development of reading literacy among children, by this time elementary school students should master reading skills to such an extent that reading becomes a tool of their further education. In Russia: 45 regions; 206 schools; 4093 students; 4050 parents; 206 elementary school teachers; 206 representatives of school administration.
PISA 2000
AIM
To assess academic achievements of 15-year-olds. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.
Sample Characteristics
46 regions of Russia, 250 educational institutions, 6701 students (more than 75% - 9th and 10th grade students, 25% - professional school, technical school and college students) - «reading literacy»