scholarly journals Setting up the Scene: Lessons Learned from PISA 2018 Statistics and Other International Student Assessments

2020 ◽  
pp. 1-24
Author(s):  
Nuno Crato
Keyword(s):  
Large Scale ◽  
International Student ◽  
Outcomes Assessment ◽  
Student Assessment ◽  
Lessons Learned ◽  
Key Factors ◽  
International Assessments ◽  
Student Assessments ◽  
International Assessment

AbstractPISA 2018 was the largest large-scale international assessment to date. Its results confirm the improvements of some countries, the challenges other countries face, and the decline observed in a few others. This chapter reflects on the detailed analyses of ten countries policies, constraints, and evolutions. It highlights key factors, such as investment, curriculum, teaching, and student assessment. And it concludes by arguing that curriculum coherence, an emphasis on knowledge, student observable outcomes, assessment, and public transparency are key elements. These elements are crucial both for education success in general and for its reflection on PISA and other international assessments.

TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments

2019 ◽  
Vol 44 (6) ◽  
pp. 752-781
Author(s):  
Michael O. Martin ◽  
Ina V.S. Mullis
Keyword(s):  
Student Achievement ◽  
Large Scale ◽  
International Student ◽  
Variance Estimation ◽  
International Association ◽  
Student Assessment ◽  
Population Sampling ◽  
International Student Assessment ◽  
International Assessments ◽  
Matrix Sampling

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 techniques, such as matrix sampling, student population sampling, item response theory scaling with population modeling, and resampling methods for variance estimation, have been adapted and implemented in an international context and are fundamental to the international assessment effort. In addition to the methodological contributions of NAEP, this article illustrates how the large-scale international assessments go beyond measuring student achievement by representing important aspects of community, home, school, and classroom contexts in ways that can be used to address issues of importance to researchers and policymakers.

scholarly journals The Black Box of Nordic Education Held Against the Light of Large-Scale International Assessment Resources—A Critical Commentary

2020 ◽  
pp. 387-396
Author(s):  
Fritjof Sahlström
Keyword(s):  
Large Scale ◽  
International Student ◽  
Economic Status ◽  
Black Box ◽  
General Question ◽  
Socio Economic Status ◽  
Critical Commentary ◽  
Student Assessments ◽  
International Assessment ◽  
The Impact

AbstractThis book answers the following general question: when it comes to the impact of socio-economic status (SES) on student results in the context of the so-called Nordic model, what can we learn from large-scale international student assessments? The findings presented are not only new and valuable, but they also raise critical questions, some of which I will discuss below.

scholarly journals Comparability of teachers’ educational background items in TIMSS: a case from Turkey

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Elif Oz
Keyword(s):  
Teacher Preparation ◽  
Large Scale ◽  
International Student ◽  
Descriptive Analysis ◽  
Student Assessment ◽  
Educational Background ◽  
International Student Assessment ◽  
Secondary Analyses ◽  
International Assessment ◽  
The Impact

AbstractLarge-scale international assessment studies such as Trends in International Mathematics and Science Study (TIMSS) or Programme for International Student Assessment (PISA) provide researchers and policy makers the opportunity to conduct secondary analyses to answer questions related to educational outcomes and compare the impact of certain inputs on student outcomes across countries. These comparisons are made under the assumption that the questionnaire items translated to different languages are understood in the same way by its participants. Presenting a case from Turkey, this paper shows that equivalency of questionnaire items is not always achieved. The case explores demographic information related to teacher preparation and the sample is drawn from eighth grade science and mathematics teachers participated in TIMSS 2007, 2011, and 2015 in Turkey. Descriptive analysis of data collected from these teachers and comparisons across subjects and years show that teachers may have misunderstood a question regarding their major, thus limiting potential claims related to teacher preparation in Turkey. Researchers and policy analyst who use secondary data collected by international assessment studies should be aware of such comparability issues in adapted items prior to conducting any secondary analyses.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

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 article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

scholarly journals Knowledge Management in Entrepreneurship Education as the Basis for Creative Business Development

2021 ◽  
Vol 13 (3) ◽  
pp. 1167
Author(s):  
Yuliya Frolova ◽  
Suad A. Alwaely ◽  
Olga Nikishina
Keyword(s):  
Knowledge Management ◽  
International Student ◽  
Student Assessment ◽  
Entrepreneurship Education ◽  
Key Factors ◽  
Management Tools ◽  
International Student Assessment ◽  
Al Ain ◽  
Management Concept ◽  
Motivation Model

Despite numerous studies dedicated to business and entrepreneurship education, there is a lack of research dedicated to students studying creativity in entrepreneurial and business-related disciplines through knowledge management tools and practices. The objectives of the study were to determine the key factors of creative motivation for entrepreneurship among students, to build an appropriate universal practical model of learner creativeness motivation, and to create a knowledge management concept based on this model. By way of comparative, descriptive, qualitative, and quantitative analysis methods, we investigated previous research in the field of motivation, educational approaches, and methodologies, together with the data of the Program for International Student Assessment of the Organization for Economic Co-operation and Development. In order to compare international experience of knowledge management in modern approaches to education, we analyzed the curricular of business and entrepreneurship programs in three higher education entities from different countries: the Russian Presidential Academy of National Economy and Public Administration, KIMEP University, and Al Ain University. As a result of the research, we developed knowledge management that can be used for the learner creativity and motivation model. Recommendations developed in the course of the study would allow for the ability to make business and entrepreneurship education more sustainable.

scholarly journals Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments

2021 ◽  
Vol 33 (1) ◽  
pp. 139-167
Author(s):  
Andrés Strello ◽  
Rolf Strietholt ◽  
Isa Steinmann ◽  
Charlotte Siepmann
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Difference In Differences ◽  
Seminal Paper ◽  
International Student Assessment ◽  
Units Of Analysis ◽  
Social Achievement ◽  
Mathematics And Science ◽  
Combined Data

AbstractResearch to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A possible explanation is that different studies used different data, focused on different domains, and employed different measures of inequality. To address this issue, we used all accumulated data collected in the three largest international assessments—PISA (Programme for International Student Assessment), PIRLS (Progress in International Reading Literacy Study), and TIMSS (Trends in International Mathematics and Science Study)—in the past 20 years in 75 countries and regions. Following the seminal paper by Hanushek and Wößmann (2006), we combined data from a total of 21 cycles of primary and secondary school assessments to estimate difference-in-differences models for different outcome measures. We synthesized the effects using a meta-analytical approach and found strong evidence that tracking increased social achievement gaps, that it had smaller but still significant effects on dispersion inequalities, and that it had rather weak effects on educational inadequacies. In contrast, we did not find evidence that tracking increased performance levels. Besides these substantive findings, our study illustrated that the effect estimates varied considerably across the datasets used because the low number of countries as the units of analysis was a natural limitation. This finding casts doubt on the reproducibility of findings based on single international datasets and suggests that researchers should use different data sources to replicate analyses.

Information and Computer Technologies for Improving International Assessment

2018 ◽  
pp. 173-194
Author(s):  
Danielle Young ◽  
Jaehwa Choi
Keyword(s):  
Information And Communication Technologies ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Multiple Test ◽  
Information And Communication ◽  
Computer Based ◽  
Paper And Pencil ◽  
Automatic Item Generation ◽  
Computer And Information Literacy

International assessments such as the trends in international math and science study (TIMSS), the program for international student assessment (PISA), and the international computer and information literacy study (ICILS) have traditionally relied on paper and pencil administration. These assessments are rapidly transforming into or have been developed as computer-based tests due to advances in information and communication technologies of the past decade. These computer-based assessments will eventually make traditional paper and pencil assessments obsolete. Specifically, international and other large-scale assessments can benefit from the use of automatic item generation (AIG) and/or computer adaptive testing (CAT) to enhance and strengthen test security and validity, as well as reduce costs over the course of multiple test administrations, encourage student engagement, and efficiently measure students' abilities.

scholarly journals Assessment Background: What PISA Measures and How

2020 ◽  
pp. 249-263
Author(s):  
Luisa Araújo ◽  
Patrícia Costa ◽  
Nuno Crato
Keyword(s):  
Student Performance ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Short Description ◽  
School Characteristics ◽  
Technical Aspects ◽  
Performance Levels ◽  
International Student Assessment ◽  
Large Scale Assessments

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.

scholarly journals Reflections on Analytical Choices in the Scaling Model for Test Scores in International Large-Scale Assessment Studies

2021 ◽  
Author(s):  
Alexander Robitzsch ◽  
Oliver Lüdtke
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Individual Student ◽  
Scaling Model ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Wide Range ◽  
Analytical Strategies ◽  
The Individual

International large-scale assessments (LSAs) such as the Programme for International Student Assessment (PISA) provide important information about the distribution of student proficiencies across a wide range of countries. The repeated assessments of these content domains offer policymakers important information for evaluating educational reforms and received considerable attention from the media. Furthermore, the analytical strategies employed in LSAs often define methodological standards for applied researchers in the field. Hence, it is vital to critically reflect the conceptual foundations of analytical choices in LSA studies. This article discusses methodological challenges in selecting and specifying the scaling model used to obtain proficiency estimates from the individual student responses in LSA studies. We distinguish design-based inference from model-based inference. It is argued that for the official reporting of LSA results, design-based inference should be preferred because it allows for a clear definition of the target of inference (e.g., country mean achievement) and is less sensitive to specific modeling assumptions. More specifically, we discuss five analytical choices in the specification of the scaling model: (1) Specification of the functional form of item response functions, (2) the treatment of local dependencies and multidimensionality, (3) the consideration of test-taking behavior for estimating student ability, and the role of country differential items functioning (DIF) for (4) cross-country comparisons, and (5) trend estimation. This article's primary goal is to stimulate discussion about recently implemented changes and suggested refinements of the scaling models in LSA studies.

scholarly journals Multigroup CFA and alignment approaches for testing measurement invariance and factor score estimation: Illustration with the schoolwork-related anxiety survey across countries and gender

Methodology ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 22-38
Author(s):  
Jason C. Immekus
Keyword(s):  
Measurement Invariance ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
International Studies ◽  
Invariance Testing ◽  
International Student Assessment ◽  
Item Parameters ◽  
And Gender ◽  
Gender Groups

Within large-scale international studies, the utility of survey scores to yield meaningful comparative data hinges on the degree to which their item parameters demonstrate measurement invariance (MI) across compared groups (e.g., culture). To-date, methodological challenges have restricted the ability to test the measurement invariance of item parameters of these instruments in the presence of many groups (e.g., countries). This study compares multigroup confirmatory factor analysis (MGCFA) and alignment method to investigate the MI of the schoolwork-related anxiety survey across gender groups within the 35 Organisation for Economic Co-operation and Development (OECD) countries (gender × country) of the Programme for International Student Assessment 2015 study. Subsequently, the predictive validity of MGCFA and alignment-based factor scores for subsequent mathematics achievement are examined. Considerations related to invariance testing of noncognitive instruments with many groups are discussed.

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