ABSTRACT
To achieve its goals, the study uses Programme for International Student Assessment data to examine variation of teacher responsibility over intended, taught, and tested curriculum in different contexts, and also to explore whether teacher responsibility over these three curriculum foci matters for student science performance in PISA 2015. To address the first research question, the study employs descriptive analysis to examine variation in teacher responsibility on intended, taught, and tested curriculum across Didaktik and curriculum countries. Two-sample difference of proportion test for teacher responsibility over intended, taught, and tested curriculum is used, while case-wise deletion is applied to address missing data. Even though the proxies for Intended, Taught, and Tested curriculum were significant only in three cases, the coefficient was large, indicating that when these factors matter, they do matter significantly in students' science performance in PISA assessment.
