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

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

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 i

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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

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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 vie

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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

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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 over

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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

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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 l

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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 a

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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 t

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Mirazchiyski, Plamen Vladkov. "RALSA: Design and Implementation." Psych 3, no. 2 (2021): 233–48. http://dx.doi.org/10.3390/psych3020018.

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International large-scale assessments (ILSAs) provide invaluable information for researchers and policy makers. Analysis of their data, however, requires methods that go beyond the usual analysis techniques assuming simple random sampling. Several software packages that serve this purpose are available. One such is the R Analyzer for Large-Scale Assessments (RALSA), a newly developed R package. The package can work with data from a large number of ILSAs. It was designed for user experience and is suitable for analysts who lack technical expertise and/or familiarity with the R programming langu

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Ye, Wangqiong, Rolf Strietholt, and Sigrid Blömeke. "Academic resilience: underlying norms and validity of definitions." Educational Assessment, Evaluation and Accountability 33, no. 1 (2021): 169–202. http://dx.doi.org/10.1007/s11092-020-09351-7.

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AbstractAcademic resilience refers to students’ capacity to perform highly despite a disadvantaged background. Although most studies using international large-scale assessment (ILSA) data defined academic resilience with two criteria, student background and achievement, their conceptualizations and operationalizations varied substantially. In a systematic review, we identified 20 ILSA studies applying different criteria, different approaches to setting thresholds (the same fixed ones across countries or relative country-specific ones), and different threshold levels. Our study on the validity

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Pizmony-Levy, Oren, and Dafna Gan. "Introduction to special issue: Learning assessments for sustainability? Exploring the interaction between two global movements." education policy analysis archives 29 (September 27, 2021): 121. http://dx.doi.org/10.14507/epaa.29.7171.

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The aim of this special issue, “Learning Assessments for Sustainability?”, is to examine the interaction between the environmental and sustainability education (ESE) movement and the international large-scale assessments (ILSAs) movement. Both global educational movements emerged in the 1960s and their simultaneous work have affected each other since then. While the articles in this special issue highlight the potential benefits of ILSAs as a source of data for secondary analysis, they also demonstrate the limitations of ILSAs and their negative consequences to ESE. As such, we call for more r

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Želvys, Rimantas, Kamchat Esenova, and Ainur Rakhymberdiyeva. "The Managerial Experience and Postgraduate University Training of School Principals: A Comparison of Two Post-Socialist Countries Using TIMSS 2015 and PIRLS 2016 Data." Acta Paedagogica Vilnensia 42 (July 12, 2019): 75–84. http://dx.doi.org/10.15388/actpaed.42.5.

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Contemporary research on education policies and practices of post-socialist countries is not expansive. According to our understanding, there are at least several reasons for a rather limited interest of researchers. There is no single, universally accepted theoretical approach to post-socialist development; territorial disputes pose problems to statistical data analysis; some countries with authoritarian regimes tend to play with the data and improve the numbers; there are difficulties of finding the data about non-EU countries. One of the possibilities of conducting comparative studies is th

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Johansson, Stefan. "International large-scale assessments: what uses, what consequences?" Educational Research 58, no. 2 (2016): 139–48. http://dx.doi.org/10.1080/00131881.2016.1165559.

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Yamamoto, Kentaro, Hyo Jeong Shin, and Lale Khorramdel. "Multistage Adaptive Testing Design in International Large-Scale Assessments." Educational Measurement: Issues and Practice 37, no. 4 (2018): 16–27. http://dx.doi.org/10.1111/emip.12226.

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Martin, Michael O., and Ina V. S. Mullis. "TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments." Journal of Educational and Behavioral Statistics 44, no. 6 (2019): 752–81. http://dx.doi.org/10.3102/1076998619882030.

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International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement’s Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development’s Program for International Student Assessment that have come to prominence over the past 25 years owe a great deal in methodological terms to pioneering work by National Assessment of Educational Progress (NAEP). Using TIMSS as an example, this article describes how a number of core

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18

Gustafsson, Jan-Eric. "International Large Scale Assessments: Current Status and Ways Forward." Scandinavian Journal of Educational Research 62, no. 3 (2018): 328–32. http://dx.doi.org/10.1080/00313831.2018.1443573.

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19

Grotlüschen, Anke. "International large-scale assessments in education: Insider research perspectives." International Review of Education 65, no. 5 (2019): 843–46. http://dx.doi.org/10.1007/s11159-019-09801-5.

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20

Lockheed, Marlaine E., and Hans Wagemaker. "International Large-Scale Assessments: Thermometers, Whips or Useful Policy Tools?" Research in Comparative and International Education 8, no. 3 (2013): 296–306. http://dx.doi.org/10.2304/rcie.2013.8.3.296.

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Plisko, Valena White. "Participation in International Large-Scale Assessments from a US Perspective." Research in Comparative and International Education 8, no. 3 (2013): 326–34. http://dx.doi.org/10.2304/rcie.2013.8.3.326.

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22

Landahl, Joakim. "The PISA calendar: Temporal governance and international large-scale assessments." Educational Philosophy and Theory 52, no. 6 (2020): 625–39. http://dx.doi.org/10.1080/00131857.2020.1731686.

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23

Orechova, Monika. "Influence of International Large-Scale Assessments on National Education Policies." Vilnius University Open Series 3 (December 28, 2020): 66–76. http://dx.doi.org/10.15388/sre.2020.6.

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This article analyzes previous research on the influence of international large-scale assessments (PIRLS, TIMSS, PISA) to national education policies. Based on this meta-analysis, four trajectories of influence are presented and discussed: direct impact, indirect impact via a general education discourse, direct and indirect legitimation.

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24

Oliveri, Maria Elena, and Matthias von Davier. "Toward Increasing Fairness in Score Scale Calibrations Employed in International Large-Scale Assessments." International Journal of Testing 14, no. 1 (2013): 1–21. http://dx.doi.org/10.1080/15305058.2013.825265.

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Pizmony-Levy, Oren, and Judith Torney-Purta. "How Journalists and Researchers Communicate Results of International Large-Scale Assessments." CADMO, no. 1 (July 2018): 51–65. http://dx.doi.org/10.3280/cad2018-001007.

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26

Cardoso, Manuel Enrique. "Policy Evidence by Design: International Large-Scale Assessments and Grade Repetition." Comparative Education Review 64, no. 4 (2020): 598–618. http://dx.doi.org/10.1086/710777.

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27

Addey, Camilla, Sam Sellar, Gita Steiner-Khamsi, Bob Lingard, and Antoni Verger. "The rise of international large-scale assessments and rationales for participation." Compare: A Journal of Comparative and International Education 47, no. 3 (2017): 434–52. http://dx.doi.org/10.1080/03057925.2017.1301399.

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28

Lee, HyeSun, and Kurt F. Geisinger. "Item Parameter Drift in Context Questionnaires from International Large-Scale Assessments." International Journal of Testing 19, no. 1 (2018): 23–51. http://dx.doi.org/10.1080/15305058.2018.1481852.

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Sellar, Sam, and Bob Lingard. "International large-scale assessments, affective worlds and policy impacts in education." International Journal of Qualitative Studies in Education 31, no. 5 (2018): 367–81. http://dx.doi.org/10.1080/09518398.2018.1449982.

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30

Strietholt, Rolf, and Monica Rosén. "Linking Large-Scale Reading Assessments: Measuring International Trends Over 40 Years." Measurement: Interdisciplinary Research and Perspectives 14, no. 1 (2016): 1–26. http://dx.doi.org/10.1080/15366367.2015.1112711.

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31

Tan, Charlene. "Beyond the Competencies Agenda in Large-Scale International Assessments: A Confucian Alternative." Philosophical Inquiry in Education 26, no. 1 (2020): 20–32. http://dx.doi.org/10.7202/1071418ar.

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This article examines a Confucian conception of competence and its corresponding response to the competencies agenda that underpins international large-scale assessments such as the Programme for International Student Assessment (PISA). It is argued that standardised transnational assessments is underpinned by technical rationality that emphasises proficiency in discrete skills for their instrumental worth at the expense of moral cultivation and personal mastery. Challenging the competencies agenda, this paper draws upon a relational model of competence proposed by Jones and Moore (1995) that

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32

Yamamoto, Kentaro, and Mary Louise Lennon. "Understanding and detecting data fabrication in large-scale assessments." Quality Assurance in Education 26, no. 2 (2018): 196–212. http://dx.doi.org/10.1108/qae-07-2017-0038.

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Purpose Fabricated data jeopardize the reliability of large-scale population surveys and reduce the comparability of such efforts by destroying the linkage between data and measurement constructs. Such data result in the loss of comparability across participating countries and, in the case of cyclical surveys, between past and present surveys. This paper aims to describe how data fabrication can be understood in the context of the complex processes involved in the collection, handling, submission and analysis of large-scale assessment data. The actors involved in those processes, and their pos

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Torney-Purta, Judith, and Jo-Ann Amadeo. "International Large-Scale Assessments: Challenges in Reporting and Potentials for Secondary Analysis." Research in Comparative and International Education 8, no. 3 (2013): 248–58. http://dx.doi.org/10.2304/rcie.2013.8.3.248.

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34

Fischman, Gustavo E., Amelia Marcetti Topper, Iveta Silova, Janna Goebel, and Jessica L. Holloway. "Examining the influence of international large-scale assessments on national education policies." Journal of Education Policy 34, no. 4 (2018): 470–99. http://dx.doi.org/10.1080/02680939.2018.1460493.

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Lüdtke, Oliver, Alexander Robitzsch, Ulrich Trautwein, Frauke Kreuter, and Jan Marten Ihme. "Are There Test Administrator Effects in Large-Scale Educational Assessments?" Methodology 3, no. 4 (2007): 149–59. http://dx.doi.org/10.1027/1614-2241.3.4.149.

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Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present artic

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Paudel, Chandra Mani, and Ram Chandra Panday. "Use of Large Scale Assessment Finding in South Asia: An Experience of Nepal." Shiksha Shastra Saurabh 21 (December 31, 2018): 80–90. http://dx.doi.org/10.3126/sss.v21i0.35100.

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This paper tries to present results from a systematic review of literature that reviewed the large-scale assessments finding in the South Asian context especially focusing Nepal. The main objective of the LEAP programme is to reform the quality of learning in the Asia-Pacific region by developing capacity of the Member States to collect, analyze and utilize international and national assessment data identifying learning enablers. The review has identified the high order skills overshadowed by rote learning. It has also employed Item Response Theory (IRT) making assessments comparable and conne

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Svetina, Dubravka, Yuan‐Ling Liaw, Leslie Rutkowski, and David Rutkowski. "Routing Strategies and Optimizing Design for Multistage Testing in International Large‐Scale Assessments." Journal of Educational Measurement 56, no. 1 (2019): 192–213. http://dx.doi.org/10.1111/jedm.12206.

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Robitzsch, Alexander, and Oliver Lüdtke. "Linking errors in international large-scale assessments: calculation of standard errors for trend estimation." Assessment in Education: Principles, Policy & Practice 26, no. 4 (2018): 444–65. http://dx.doi.org/10.1080/0969594x.2018.1433633.

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Oliveri, Maria Elena, Brent F. Olson, Kadriye Ercikan, and Bruno D. Zumbo. "Methodologies for Investigating Item- and Test-Level Measurement Equivalence in International Large-Scale Assessments." International Journal of Testing 12, no. 3 (2012): 203–23. http://dx.doi.org/10.1080/15305058.2011.617475.

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Wendt, Heike, Wilfried Bos, and Martin Goy. "On applications of Rasch models in international comparative large-scale assessments: a historical review." Educational Research and Evaluation 17, no. 6 (2011): 419–46. http://dx.doi.org/10.1080/13803611.2011.634582.

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41

Majoros, Erika, Monica Rosén, Stefan Johansson, and Jan-Eric Gustafsson. "Measures of long-term trends in mathematics: linking large-scale assessments over 50 years." Educational Assessment, Evaluation and Accountability 33, no. 1 (2021): 71–103. http://dx.doi.org/10.1007/s11092-021-09353-z.

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AbstractInternational comparative assessments of student achievement are constructed to assess country-level differences and change over time. A coherent understanding of the international trends in educational outcomes is strongly needed as suggested by numerous previous studies. Investigating these trends requires long-term analysis, as substantial changes on the system level are rarely observed regarding student outcomes in short periods (i.e., between adjacent international assessment cycles). The present study aims to link recent and older studies conducted by the International Associatio

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Schmidt, William H., and Nathan A. Burroughs. "Opening the Black Box: Prospects for Using International Large-Scale Assessments to Explore Classroom Effects." Research in Comparative and International Education 8, no. 3 (2013): 236–47. http://dx.doi.org/10.2304/rcie.2013.8.3.236.

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Sandilands, Debra, Maria Elena Oliveri, Bruno D. Zumbo, and Kadriye Ercikan. "Investigating Sources of Differential Item Functioning in International Large-Scale Assessments Using a Confirmatory Approach." International Journal of Testing 13, no. 2 (2013): 152–74. http://dx.doi.org/10.1080/15305058.2012.690140.

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Sachse, Karoline A., Nicole Mahler, and Steffi Pohl. "When Nonresponse Mechanisms Change: Effects on Trends and Group Comparisons in International Large-Scale Assessments." Educational and Psychological Measurement 79, no. 4 (2019): 699–726. http://dx.doi.org/10.1177/0013164419829196.

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Mechanisms causing item nonresponses in large-scale assessments are often said to be nonignorable. Parameter estimates can be biased if nonignorable missing data mechanisms are not adequately modeled. In trend analyses, it is plausible for the missing data mechanism and the percentage of missing values to change over time. In this article, we investigated (a) the extent to which the missing data mechanism and the percentage of missing values changed over time in real large-scale assessment data, (b) how different approaches for dealing with missing data performed under such conditions, and (c)

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45

Chandir, Harsha. "International large‐scale assessments in education: insider research perspectives, edited by B.Maddox, Bloomsbury Publishing, 2019." Curriculum Journal 30, no. 1 (2019): 93–95. http://dx.doi.org/10.1080/09585176.2019.1597433.

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Singh, Shalini. "International large-scale assessments, the Global Alliance to Monitor Learning (GAML) and adult education systems." Zeitschrift für Weiterbildungsforschung 43, no. 2 (2020): 275–89. http://dx.doi.org/10.1007/s40955-020-00161-4.

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Lüssenhop, Maike, and Gabriele Kaiser. "Refugees and numeracy: what can we learn from international large-scale assessments, especially from TIMSS?" ZDM 52, no. 3 (2019): 541–55. http://dx.doi.org/10.1007/s11858-019-01111-2.

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Pestovs, Pāvels, Dace Namsone, Līga Čakāne, and Ilze Saleniece. "ALIGNMENT OF 6TH GRADE LARGE-SCALE ASSESSMENT CONSTRUCTS WITH THE REVISED CURRICULUM FRAMEWORK." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 387. http://dx.doi.org/10.17770/sie2019vol2.3811.

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One of the goals of the National Development Plan 2014-2020 is to reduce the proportion of students with low cognitive skills, and at the same time increase the proportion of students with higher level cognitive skills. In line with those goals, the National Centre for Education is implementing the project “Competency-based approach to curriculum”, funded by the European Social Fund. The purpose of the research described in this article is to find out to what extent the current large-scale national assessments for 6th Grade are coherent with the new curriculum and what improvements are needed

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Gil-Izquierdo, María, and José Manuel Cordero. "Guidelines for data fusion with international large scale assessments: Insights from the TALIS-PISA link database." Studies in Educational Evaluation 59 (December 2018): 10–18. http://dx.doi.org/10.1016/j.stueduc.2018.02.002.

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Strietholt, Rolf, and Ronny Scherer. "The Contribution of International Large-Scale Assessments to Educational Research: Combining Individual and Institutional Data Sources." Scandinavian Journal of Educational Research 62, no. 3 (2017): 368–85. http://dx.doi.org/10.1080/00313831.2016.1258729.

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