Relevant bibliographies by topics / International large scale assessments (ILSA)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'International large scale assessments (ILSA)'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "International large scale assessments (ILSA)"

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Lin, Meiko, Erin Bumgarner, and Madhabi Chatterji. "Understanding validity issues in international large scale assessments." Quality Assurance in Education 22, no. 1 (2014): 31–41. http://dx.doi.org/10.1108/qae-12-2013-0050.

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Purpose – This policy brief, the third in the AERI-NEPC eBrief series “Understanding validity issues around the world”, discusses validity issues surrounding International Large Scale Assessment (ILSA) programs. ILSA programs, such as the well-known Programme of International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS), are rapidly expanding around the world today. In this eBrief, the authors examine what “validity” means when applied to published results and reports of programs like the PISA. Design/methodology/approach – This policy brief is based on a synthesis of conference proceedings and review of selected pieces of extant literature. It begins by summarizing perspectives of an invited expert panel on the topic. To that synthesis, the authors add their own analysis of key issues. They conclude by offering recommendations for test developers and test users. Findings – ILSA programs and tests, while offering valuable information, should be read and used cautiously and in context. All parties need to be on the same page to maximize valid use of ILSA results, to obtain the greatest educational and social benefits, and to minimize negative consequences. The authors propose several recommendations for test makers and ILSA program leaders, and ILSA users. To ILSA leaders and researchers: provide more cautionary information about how to correctly interpret the ILSA results, particularly country rankings, given contextual differences among nations. Provide continuing psychometric or research resources so as to address or reduce various sources of error in reports. Encourage policy makers in different nations to share the responsibility for ensuring more contextualized (and valid) interpretations of ILSA reports and subsequent policy development. Raise awareness among policy makers to look beyond simple rankings and pay more attention to inter-country differences. For consumers of ILSA results and reports: read the fine print, not just the country rankings, to interpret ILSA results correctly in particular regions/nations. When looking to high-ranking countries as role models, be sure to consider the “whole picture”. Use ILSA data as complements to other national- and state-level educational assessments to better gauge the status of the country's education system and subsequent policy directions. Originality/value – By translating complex information on validity issues with all concerned ILSA stakeholders in mind, this policy brief will improve uses and applications of ILSA information in national and regional policy contexts.
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Braun, Henry I., and Judith D. Singer. "Assessment for Monitoring of Education Systems: International Comparisons." ANNALS of the American Academy of Political and Social Science 683, no. 1 (2019): 75–92. http://dx.doi.org/10.1177/0002716219843804.

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Over the last two decades, with the increase in both numbers of participating jurisdictions and media attention, international large-scale assessments (ILSAs) have come to play a more salient role in global education policies than they once did. This has led to calls for greater transparency with regard to instrument development and closer scrutiny of the use of instruments in education policy. We begin with a brief review of the history of ILSAs and describe the requirements and constraints that shape ILSA design, implementation, and analysis. We then evaluate the rationales of employing ILSA results for different purposes, ranging from those we argue are most appropriate (comparative description) to least appropriate (causal inference). We cite examples of ILSA usage from different countries, with particular attention to the widespread misinterpretations and misuses of country rankings based on average scores on an assessment (e.g., literacy or numeracy). Looking forward, we offer suggestions on how to enhance the constructive roles that ILSAs play in informing education policy.
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Pizmony-Levy, Oren, James Harvey, William H. Schmidt, et al. "On the merits of, and myths about, international assessments." Quality Assurance in Education 22, no. 4 (2014): 319–38. http://dx.doi.org/10.1108/qae-07-2014-0035.

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Purpose – This paper presents a moderated discussion on popular misconceptions, benefits and limitations of International Large-Scale Assessment (ILSA) programs, clarifying how ILSA results could be more appropriately interpreted and used in public policy contexts in the USA and elsewhere in the world. Design/methodology/approach – To bring key issues, points-of-view and recommendations on the theme to light, the method used is a “moderated policy discussion”. Nine commentaries were invited to represent voices of leading ILSA scholars/researchers and measurement experts, juxtaposed against views of prominent leaders of education systems in the USA that participate in ILSA programs. The discussion is excerpted from a recent blog published by Education Week. It is moderated with introductory remarks from the guest editor and concluding recommendations from an ILSA researcher who did not participate in the original blog. References and author biographies are presented at the end of the article. Findings – Together, the commentaries address historical, methodological, socio-political and policy issues surrounding ILSA programs vis-à-vis the major goals of education and larger societal concerns. Authors offer recommendations for improving the international studies themselves and for making reports more transparent for educators and the public to facilitate greater understanding of their purposes, meanings and policy implications. Originality/value – When assessment policies are implemented from the top down, as is often the case with ILSA program participation, educators and leaders in school systems tend to be left out of the conversation. This article is intended to foster a productive two-way dialogue among key ILSA actors that can serve as a stepping-stone to more concerted policy actions within and across national education systems.
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Liou, Pey-Yan. "EVALUATING MEASUREMENT PROPERTIES OF ATTITUDINAL ITEMS RELATED TO LEARNING SCIENCE IN TAIWAN FROM TIMSS 2007." Journal of Baltic Science Education 13, no. 6 (2014): 856–69. http://dx.doi.org/10.33225/jbse/14.13.856.

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In the recent empirical studies utilizing existing items and derived variables of international large-scale assessment (ILSA) data, the three major methodological deficiencies, including the use of a single item to define a construct, the statistical properties of ordinal data, and the fitness of the measurement structure for different scenarios, are examined. To overcome these issues, this study proposes an integrated approach to evaluating items and constructing derived variables in a given situation. Exploratory factor analysis, confirmatory factor analysis, and the item response model are utilized to evaluate student attitudinal items and derived variables from the Trends in International Mathematics and Science Study (TIMSS) 2007 Taiwanese data. The results suggest that the three-factor model composed of 12 items is optimal for the data, not the default factor structure in the database. The implications of evaluating items and creating derived variables from ILSA data for the education research community are also discussed. Key words: attitudinal items, factor analysis, Trends in International Mathematics and Science Study.
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von Davier, Matthias, Lale Khorramdel, Qiwei He, Hyo Jeong Shin, and Haiwen Chen. "Developments in Psychometric Population Models for Technology-Based Large-Scale Assessments: An Overview of Challenges and Opportunities." Journal of Educational and Behavioral Statistics 44, no. 6 (2019): 671–705. http://dx.doi.org/10.3102/1076998619881789.

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International large-scale assessments (ILSAs) transitioned from paper-based assessments to computer-based assessments (CBAs) facilitating the use of new item types and more effective data collection tools. This allows implementation of more complex test designs and to collect process and response time (RT) data. These new data types can be used to improve data quality and the accuracy of test scores obtained through latent regression (population) models. However, the move to a CBA also poses challenges for comparability and trend measurement, one of the major goals in ISLAs. We provide an overview of current methods used in ILSAs to examine and assure the comparability of data across different assessment modes and methods that improve the accuracy of test scores by making use of new data types provided by a CBA.
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Erylmaz, Nurullah, Mauricio Rivera-Gutiérrez, and Andrés Sandoval-Hernández. "Should different countries participating in PISA interpret socioeconomic background in the same way? A measurement invariance approach." Revista Iberoamericana de Educación 84, no. 1 (2020): 109–33. http://dx.doi.org/10.35362/rie8413981.

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It has been claimed that there is a lack of theory-driven constructs and a lack of cross-country comparability in International Large-Scale Assessment (ILSA)’s socio-economic background scales. To address these issues, a new socio-economic background scale was created based on Pierre Bourdieu’s cultural reproduction theory, which distinguishes economic, cultural and social capital. Secondly, measurement invariance of this construct was tested across countries participating in the Programme for International Student Assessment (PISA). After dividing the countries which participated in PISA 2015 into three groups, i.e., Latin American, European, and Asian, a Multi-Group Confirmatory Factor Analysis was carried out in order to examine the measurement invariance of this new socio-economic scale.
 The results of this study revealed that this questionnaire, which measures the socio-economic background, was not found to be utterly invariant in the analysis involving all countries. However, when analysing more homogenous groups, measurement invariance was verified at the metric level, except for the group of Latin American countries. Further, implications for policymakers and recommendations for future studies are discussed.
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Mølstad, Christina E., Daniel Pettersson, and Eva Forsberg. "A game of thrones: Organising and legitimising knowledge through PISA research." European Educational Research Journal 16, no. 6 (2017): 869–84. http://dx.doi.org/10.1177/1474904117715835.

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This study investigates knowledge structures and scientific communication using bibliometric methods to explore scientific knowledge production and dissemination. The aim is to develop knowledge about this growing field by investigating studies using international large-scale assessment (ILSA) data, with a specific focus on those using Programme for International Student Assessment (PISA) data. As international organisations use ILSA to measure, assess and compare the success of national education systems, it is important to study this specific knowledge to understand how it is organised and legitimised within research. The findings show an interchange of legitimisation, where major actors from the USA and other English-speaking and westernised countries determine the academic discourse. Important epistemic cultures for PISA research are identified: the most important of which are situated within psychology and education. These two research environments are epicentres created by patterns of the referrals to and referencing of articles framing the formulation of PISA knowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorising, which raises questions about whether research accountability leads to ‘a game of thrones’, where rivalry going on within the scientific field concerning how and on what grounds ‘facts’ and ‘truths’ are constructed, as a continuing process with no obvious winner.
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Aparicio, Juan, Jose M. Cordero, and Lidia Ortiz. "Efficiency Analysis with Educational Data: How to Deal with Plausible Values from International Large-Scale Assessments." Mathematics 9, no. 13 (2021): 1579. http://dx.doi.org/10.3390/math9131579.

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International large-scale assessments (ILSAs) provide several measures as a representation of educational outcomes, the so-called plausible values, which are frequently interpreted as a representation of the ability range of students. In this paper, we focus on how this information should be incorporated into the estimation of efficiency measures of student or school performance using data envelopment analysis (DEA). Thus far, previous studies that have adopted this approach using data from ILSAs have used only one of the available plausible values or an average of all of them. We propose an approach based on the fuzzy DEA, which allows us to consider the whole distribution of results as a proxy of student abilities. To assess the extent to which our proposal offers similar results to those obtained in previous studies, we provide an empirical example using PISA data from 2015. Our results suggest that the performance measures estimated using the fuzzy DEA approach are strongly correlated with measures calculated using just one plausible value or an average measure. Therefore, we conclude that the studies that decide upon using one of these options do not seem to be making a significant error in their estimates.
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Addey, Camilla, Bryan Maddox, and Bruno D. Zumbo. "Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs)." Assessment in Education: Principles, Policy & Practice 27, no. 6 (2020): 588–606. http://dx.doi.org/10.1080/0969594x.2020.1843136.

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Andrews, Paul, and Kristina Palm Kaplan. "PISA, TIMSS and Swedish students’ knowledge of linear equations: A ‘telling’ case of a system fixing something that may not be broken." Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 12 (December 31, 2020): 5–29. http://dx.doi.org/10.24917/20809751.12.1.

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In this paper, we construct a ‘telling’ case to highlight a problematic inconsistency between the results of international large-scale assessments (ILSAs) and other studies of Swedish students’ knowledge of linear equations.In this context, a ‘telling’ case, based on the scrutiny of appropriately chosen cases, is presented as a social science counter-example to the prevailing view that ILSAs’ assessments are not only valid but should underpin systemicreform. Our ‘telling’ case comparison of the different forms of study shows that Swedish students, in contrast with the summative assertions of the different ILSAs, have a secure and relational understanding of linear equationsthat persists into adulthood. We conclude with a cautionary message for the curriculum authorities.
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Dissertations / Theses on the topic "International large scale assessments (ILSA)"

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Hooper, Martin. "Applying the Pseudo-Panel Approach to International Large-Scale Assessments: A Methodology for Analyzing Subpopulation Trend Data." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107532.

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Thesis advisor: Ina V. S. Mullis<br>TIMSS and PIRLS assess representative samples of students at regular intervals, measuring trends in student achievement and student contexts for learning. Because individual students are not tracked over time, analysis of international large-scale assessment data is usually conducted cross-sectionally. Gustafsson (2007) proposed examining the data longitudinally by analyzing relationships between country-level trends in background constructs and trends in student achievement. Through longitudinal analysis of international large-scale assessment data, it becomes possible to mitigate some of the confounding factors in the analysis. This dissertation extends this country-level approach to subpopulations within countries. Adapting a pseudo-panel approach from the econometrics literature (Deaton, 1985), the proposed approach creates subpopulations by grouping students based on demographic characteristics, such as gender or parental education. Following grouping, the subpopulations with the same demographic characteristics are linked across cycles and the aggregated subpopulation means are treated as panel data and analyzed through longitudinal data analysis techniques. As demonstrated herein the primary advantages of the subpopulation approach are that it allows for analysis of subgroup differences, and it captures within-country relationships in the data that are not possible to analyze at country level. Illustrative analysis examines the relationship between early literacy activities and PIRLS reading achievement using PIRLS 2001 and PIRLS 2011 data. Results from the subpopulation approach are compared with student-level and country-level cross-sectional results as well as country-level longitudinal results. In addition, within-country analysis examines the subpopulation-level relationship between early literacy activities and PIRLS reading achievement, multiple group analysis compares regression coefficient estimates between boys and girls and across parental education subgroups, and mediation analysis examines the extent that partaking in early literacy activities can explain differences between boys and girls in PIRLS reading achievement<br>Thesis (PhD) — Boston College, 2017<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Research, Measurement and Evaluation
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Gurkan, Gulsah. "From OLS to Multilevel Multidimensional Mixture IRT: A Model Refinement Approach to Investigating Patterns of Relationships in PISA 2012 Data." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109191.

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Thesis advisor: Henry I. Braun<br>Secondary analyses of international large-scale assessments (ILSA) commonly characterize relationships between variables of interest using correlations. However, the accuracy of correlation estimates is impaired by artefacts such as measurement error and clustering. Despite advancements in methodology, conventional correlation estimates or statistical models not addressing this problem are still commonly used when analyzing ILSA data. This dissertation examines the impact of both the clustered nature of the data and heterogeneous measurement error on the correlations reported between background data and proficiency scales across countries participating in ILSA. In this regard, the operating characteristics of competing modeling techniques are explored by means of applications to data from PISA 2012. Specifically, the estimates of correlations between math self-efficacy and math achievement across countries are the principal focus of this study. Sequentially employing four different statistical techniques, a step-wise model refinement approach is used. After each step, the changes in the within-country correlation estimates are examined in relation to (i) the heterogeneity of distributions, (ii) the amount of measurement error, (iii) the degree of clustering, and (iv) country-level math performance. The results show that correlation estimates gathered from two-dimensional IRT models are more similar across countries in comparison to conventional and multilevel linear modeling estimates. The strength of the relationship between math proficiency and math self-efficacy is moderated by country mean math proficiency and this was found to be consistent across all four models even when measurement error and clustering were taken into account. Multilevel multidimensional mixture IRT modeling results support the hypothesis that low-performing groups within countries have a lower correlation between math self-efficacy and math proficiency. A weaker association between math self-efficacy and math proficiency in lower achieving groups is consistently seen across countries. A multilevel mixture IRT modeling approach sheds light on how this pattern emerges from greater randomness in the responses of lower performing groups. The findings from this study demonstrate that advanced modeling techniques not only are more appropriate given the characteristics of the data, but also provide greater insight about the patterns of relationships across countries<br>Thesis (PhD) — Boston College, 2021<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Research, Measurement and Evaluation
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Arnesson, Daniel. "PISA i skolan : hur lärare, rektorer och skolchefer förhåller sig till internationella kunskapsmätningar." Doctoral thesis, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-127757.

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This thesis addresses the local reception and use in Sweden of the major international large scale assessments (ILSAs) of student performance: Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and International Civic and Citizenship Education Study (ICCS). The aim is to describe and analyze how Swedish teachers, principals and school directors interpret and possibly use ILSAs in their professional practice. ILSA is treated here as a new idea or a new social technology defining what constitutes good (or bad) education. The theoretical framework combines a top-down perspective provided by Rogers’ (2003) Diffusion of Innovation theory, and a complementary, more critical Policy Enactment approach (Ball et al. 2012), stressing the import-ance of context and local actors’ perspectives. Empirically, the thesis is based on 40 semi-structured interviews carried out in the 2011-2012 school year with teachers, principals and municipal school directors in five municipalities and 12 compulsory schools, selected to cover diverse municipalities, schools, and respondents. The respondents perceive ILSAs as valid evaluations of the Swedish school system. Most think it is important to compare results of different nations, although ILSA is not expected to cover the whole curriculum. Most interviewees are aware that Swedish ILSA results have been declining for years and perceive an urgent need to reverse this trend. However, few of the directors, principals or teachers believe that Swedish schools are in a deep crisis, as described in Swedish media. The participants frequently regard schools as primary determinants of ILSA results, and few blame family, socio-economic, cultural and contextual factors for the Swedish decline in ILSA rankings. There are significant differences between the three occupational groups in their reception and use of ILSA. Municipal school directors who are very well-informed emphasize the influence of ILSA on their local development efforts. Principals and teachers say that ILSAs have had modest direct effects on their work, but they argue that poor Swedish results in international assessments have had indirect effects, for instance by prompting the introduction of a new national curriculum.<br><p>Contains an English summary.</p>
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Fischerová, Zuzana. "Rozšíření kurikula 1. stupně základní školy o netradiční přírodovědné úlohy." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-364988.

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The results of the international study TIMSS (The Trends in International Mathematics and Science Study) raise concerns that Czech primary pupils fall behind in some content domains of science (namely the physical sciences) and in some skills (experimental skills). This thesis compares the Czech curriculum with the current international trends in the science education and shows that above mentioned topics/skills are not sufficiently covered in the official curriculum. The second part of the thesis describes a case study of a relatively successful implementation of innovative science lessons focused on these skills in three primary classrooms of a Czech school. The concepts of inquiry-based learning, theory of learning materials and lesson study method are the main components of the theoretical and conceptual background of the study. When comparing the Czech curriculum (official documents and textbooks used in school) and school curricular plans with the TIMSS framework, it emerges that both the national curricular framework and the school curriculum do not cover some of those upper mentioned. Based on these findings, a lesson plan introducing some of the missing areas and task types was developed and tested in a particular school. The qualitative research desigh of case study with embedded...
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Books on the topic "International large scale assessments (ILSA)"

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von Davier, Matthias, Eugenio Gonzalez, Irwin Kirsch, and Kentaro Yamamoto, eds. The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4629-9.

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International Large-Scale Assessments in Education: Insider Research Perspectives. Bloomsbury Academic, 2018.

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International Large-Scale Assessments in Education: Insider Research Perspectives. Bloomsbury Publishing Plc, 2020.

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Cresswell, John, Ursula Schwantner, and Charlotte Waters. A Review of International Large-Scale Assessments in Education. OECD, 2015. http://dx.doi.org/10.1787/9789264248373-en.

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Davier, Matthias von, Irwin Kirsch, and Eugenio Gonzalez. The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research. Springer, 2012.

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Omstedt, Anders. The Development of Climate Science of the Baltic Sea Region. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190228620.013.654.

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Dramatic climate changes have occurred in the Baltic Sea region caused by changes in orbital movement in the earth–sun system and the melting of the Fennoscandian Ice Sheet. Added to these longer-term changes, changes have occurred at all timescales, caused mainly by variations in large-scale atmospheric pressure systems due to competition between the meandering midlatitude low-pressure systems and high-pressure systems. Here we follow the development of climate science of the Baltic Sea from when observations began in the 18th century to the early 21st century. The question of why the water level is sinking around the Baltic Sea coasts could not be answered until the ideas of postglacial uplift and the thermal history of the earth were better understood in the 19th century and periodic behavior in climate related time series attracted scientific interest. Herring and sardine fishing successes and failures have led to investigations of fishery and climate change and to the realization that fisheries themselves have strongly negative effects on the marine environment, calling for international assessment efforts. Scientists later introduced the concept of regime shifts when interpreting their data, attributing these to various causes. The increasing amount of anoxic deep water in the Baltic Sea and eutrophication have prompted debate about what is natural and what is anthropogenic, and the scientific outcome of these debates now forms the basis of international management efforts to reduce nutrient leakage from land. The observed increase in atmospheric CO2 and its effects on global warming have focused the climate debate on trends and generated a series of international and regional assessments and research programs that have greatly improved our understanding of climate and environmental changes, bolstering the efforts of earth system science, in which both climate and environmental factors are analyzed together.Major achievements of past centuries have included developing and organizing regular observation and monitoring programs. The free availability of data sets has supported the development of more accurate forcing functions for Baltic Sea models and made it possible to better understand and model the Baltic Sea–North Sea system, including the development of coupled land–sea–atmosphere models. Most indirect and direct observations of the climate find great variability and stochastic behavior, so conclusions based on short time series are problematic, leading to qualifications about periodicity, trends, and regime shifts. Starting in the 1980s, systematic research into climate change has considerably improved our understanding of regional warming and multiple threats to the Baltic Sea. Several aspects of regional climate and environmental changes and how they interact are, however, unknown and merit future research.
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Book chapters on the topic "International large scale assessments (ILSA)"

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Araújo, Luisa, Patrícia Costa, and Nuno Crato. "Assessment Background: What PISA Measures and How." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_12.

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AbstractThis chapter provides a short description of what the Programme for International Student Assessment (PISA) measures and how it measures it. First, it details the concepts associated with the measurement of student performance and the concepts associated with capturing student and school characteristics and explains how they compare with some other International Large-Scale Assessments (ILSA). Second, it provides information on the assessment of reading, the main domain in PISA 2018. Third, it provides information on the technical aspects of the measurements in PISA. Lastly, it offers specific examples of PISA 2018 cognitive items, corresponding domains (mathematics, science, and reading), and related performance levels.
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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.

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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.
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Ritzen, Jo. "International Large-Scale Assessments as Change Agents." In The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4629-9_2.

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Desa, Deana, Fons J. R. van de Vijver, Ralph Carstens, and Wolfram Schulz. "Measurement Invariance in International Large-scale Assessments." In Advances in Comparative Survey Methods. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118884997.ch40.

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Schulz, Wolfram. "Scaling of Questionnaire Data in International Large-Scale Assessments." In Implementation of Large-Scale Education Assessments. John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118762462.ch15.

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Shin, Hyo Jeong, Matthias von Davier, and Kentaro Yamamoto. "Investigating Rater Effects in International Large-Scale Assessments." In Theoretical and Practical Advances in Computer-based Educational Measurement. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18480-3_13.

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Kirsch, Irwin, Marylou Lennon, Matthias von Davier, Eugenio Gonzalez, and Kentaro Yamamoto. "On the Growing Importance of International Large-Scale Assessments." In The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4629-9_1.

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Beller, Michal. "Technologies in Large-Scale Assessments: New Directions, Challenges, and Opportunities." In The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4629-9_3.

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Suter, Larry E. "Changes in the World-Wide Distribution of Large-Scale International Assessments." In The SAGE Handbook of Comparative Studies in Education. SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470379.n30.

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Adams, Raymond J., Margaret L. Wu, and Claus H. Carstensen. "Application of Multivariate Rasch Models in International Large-Scale Educational Assessments." In Multivariate and Mixture Distribution Rasch Models. Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-49839-3_17.

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Conference papers on the topic "International large scale assessments (ILSA)"

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Kapros, Evangelos. "International Large-Scale Assessments and Culture." In UMAP '17: 25th Conference on User Modeling, Adaptation and Personalization. ACM, 2017. http://dx.doi.org/10.1145/3099023.3099054.

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Martínez-Abad, Fernando, Alicia Alelí Chaparro Caso López, and Luis Lizasoain Hernández. "The socioeconomic index in the analysis of large-scale assessments." In the Second International Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669940.

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Hänsel, Katrin, Akram Alomainy, and Hamed Haddadi. "Large scale mood and stress self-assessments on a smartwatch." In UbiComp '16: The 2016 ACM International Joint Conference on Pervasive and Ubiquitous Computing. ACM, 2016. http://dx.doi.org/10.1145/2968219.2968305.

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Burkov, V. N., I. V. Burkova, K. E. Amelina, Adamets D.Yu, and I. V. Goroshko. "Management of Complex Project Risks Based on Qualitative Assessments." In 2018 Eleventh International Conference "Management of large-scale system development" (MLSD 2018). IEEE, 2018. http://dx.doi.org/10.1109/mlsd.2018.8551786.

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Hsiao-Dong Chiang, Y. Tada, Hua Li, and T. Takazawa. "TEPCO-BCU for on-line dynamic security assessments of large-scale power systems." In 8th International Conference on Advances in Power System Control, Operation and Management (APSCOM 2009). IET, 2009. http://dx.doi.org/10.1049/cp.2009.1874.

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Hsiao-Dong Chiang, Y. Tada, Hua Li, and T. Takazawa. "TEPCO-BCU for on-line dynamic security assessments of large-scale power systems." In 7th IET International Conference on Advances in Power System Control, Operation and Management (APSCOM 2006). IEE, 2006. http://dx.doi.org/10.1049/cp:20062262.

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Turró, Carlos, Juan Carlos Morales, and Jaime Busquets-Mataix. "A study on assessment results in a large scale Flipped Teaching Experience." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8141.

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During the last academic year, Universitat Politècnica de Valencia (UPV) developed a large scale experience in flipped teaching (FT), with 64 different courses and 3083 students (2512 unique). Teachers could decide to participate in the experience on their own, and in quite a number of courses we have groups with FT and groups without it. Assessment of the students was done using classical systems (mostly written exams). Evaluation of the experience was done through several ways: First we did a qualitative survey to teachers and students, and then we carried out an analytical study about the results of the assessments, comparing between years, between FT and classical courses and also internally in the courses with FT and classical groups. Results of this analysis show that students like the FT system and that they got statistically significant better results in the classical assessments, with at least a 5% gain. Also we have no correlation results with the perceived teacher quality and the student group size. So this study allows to verify the capabilities of FT approach in higher educational institutions.
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Pestovs, Pavels, Ilze Saleniece, and Dace Namsone. "SCIENCE LARGE-SCALE ASSESSMENT ALIGNMENT TO THE REVISED SCIENCE CURRICULUM." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.162.

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The research compared and assessed 6th grade student large-scale assessment item indicators according to the revised competency-based Science curriculum in Latvia, in order to understand what improvements are needed in the large-scale assessment for aligning the national assessments with the new national curriculum, and thus ensuring successful implementation of the educational reform. The theoretical framework of the research was developed by using the frameworks of the Programme for International Student Assessment (PISA), and cognitive level was measured according to the Structure of Observed Learning Outcomes (SOLO) taxonomy. Keywords: assessment alignment to curriculum, educational reform, scientific literacy.
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Huang, Wenzhen, T. Phoomboplab, and Dariusz Ceglarek. "Explicit Yield Model (EYM) for Tolerance Synthesis of Large Scale Complex Assemblies." In ASME 2006 International Manufacturing Science and Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/msec2006-21074.

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Tolerance synthesis for complex assemblies is formulated as a probabilistic optimization problem. A main challenge in statistical tolerance synthesis for complex assembly system design is the computation intensity in estimating the conformity probability of Key Product Characteristics (KPCs) or yield of assembled products. In assemblies with multiple KPCs, the yield can only be obtained numerically through simulation techniques such as Monte Carlo (MC) algorithm. The existing tolerance synthesis methods require a large number of yield assessments in optimization. A new approach is developed for yield model approximation based on computer experiment, multivariate distribution transformation (MDT) and regression analysis. An explicit yield function can thus be approximated. Therefore, the widely used gradient-based approaches (such as Sequential Quadratic Programming) can be applied and the intensive computation in direct optimization can be avoided. An industrial case study is presented to illustrate and validate the proposed methodology and compared with the existed tolerance synthesis methods.
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Barajas, Leandro G., and Narayan Srinivasa. "Real-Time Diagnostics, Prognostics and Health Management for Large-Scale Manufacturing Maintenance Systems." In ASME 2008 International Manufacturing Science and Engineering Conference collocated with the 3rd JSME/ASME International Conference on Materials and Processing. ASMEDC, 2008. http://dx.doi.org/10.1115/msec_icmp2008-72511.

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Traditional technologies emphasize either experience or model-based approaches to the Diagnostics, Prognostics &amp; Health Management (DPHM) problem. However, most of these methodologies often apply only to the narrow type of machines that they were developed for, and only support strategic level assessments as opposed to real-time tactical decisions. By enabling widespread integration of diagnostics and prognostics into our manufacturing business processes, we have reduced spacio-temporal uncertainties associated with future states and system performance and therefore enabled more informed and effective decisions on manufacturing activities. For large-scale systems, the usual approach is to aggregate multidimensional data into a single-dimensional stream. These methods are generally adequate to extract key performance indicators. However, they only point to observable effects of a failure and not to their root causes. An integrated framework for DPHM requires the availability of bidirectional cause-effect relationships that enable system-wide health management rather than just predicting what its future state would be. This paper summarizes best practices, benchmarks, and lessons learned from the design, development, deployment, and execution of DPHM systems into real-life applications in the automotive industry.
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Reports on the topic "International large scale assessments (ILSA)"

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Fischman, Gustavo E., and Amelia Marcetti Topper. An Examination of the Influence of International Large Scale Assessments and Global Learning Metrics on National School Reform Policies. Mary Lou Fulton Teachers College, 2017. http://dx.doi.org/10.14507/casge2.2017.

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