Large-scale Assessments in Education

http://link.springer.com/journal/40536

List of Papers (Total 59)

A quantitative synthesis of the immigrant achievement gap across OECD countries

Background While existing evidence strongly suggests that immigrant students underperform relative to their native counterparts on measures of mathematics, science, and reading, country-level analyses assessing the homogeneity of the immigrant achievement gap across different factors have not been systematically conducted. Beyond finding a statistically significant average...

The role of test-taking motivation for students’ performance in low-stakes assessments: an investigation of school-track-specific differences

Background Low-stakes assessments do not have consequences for the test-takers. Currently, motivational research indicates that a lack of test-taking motivation can decrease students’ performance in low-stakes assessments. However, little research has explored the domain-specific and situation-specific aspects of motivation simultaneously. Research examining differences in test...

Multiple imputation using chained equations for missing data in TIMSS: a case study

In this paper, we document a study that involved applying a multiple imputation technique with chained equations to data drawn from the 2007 iteration of the TIMSS database. More precisely, we imputed missing variables contained in the student background datafile for Tunisia (one of the TIMSS 2007 participating countries), by using Van Buuren, Boshuizen, and Knook’s (SM 18:681...

Considerations for correlation analysis using clustered data: working with the teacher education and development study in mathematics (TEDS-M) and other international studies

The Teacher Education and Development Study in Mathematics (TEDS-M) of 2008 focused on how teachers are prepared to teach mathematics in primary and lower-secondary schools in 17 countries. The main results were published in 2012, and the associated public-use database provides a valuable source for secondary analysis of the collected data. The data originate from complex samples...

On the use of rotated context questionnaires in conjunction with multilevel item response models

Background While rotated test booklets have been employed in large-scale assessments to increase the content coverage of the assessments, rotation has not yet been applied to the context questionnaires administered to respondents. Methods This paper describes the development of a methodology that uses rotated context questionnaires in conjunction with multilevel item response...

The relationship between students’ self-assessed reading skills and other measures of achievement

Background This study explored the credibility of Swedish third-grade students’ self-assessments of their reading achievement by relating those assessments to two different criteria—teachers’ judgments and students’ reading test scores. Student gender and socioeconomic status (SES) were introduced to determine to what extent, if any, these variables were associated with the...

Data fusion with international large scale assessments: a case study using the OECD PISA and TALIS surveys

Background In the context of international large scale assessments, it is often not feasible to implement a complete survey of all relevant populations. For example, the OECD Program for International Student Assessment surveys both students and schools, but does not obtain information from teachers. In contrast the OECD Teaching and Learning International Survey assesses...

What works where? The relationship between instructional variables and schools' mean scores in mathematics and science in low-, medium-, and high-achieving countries

Background The association between frequent use of certain instructional practices in mathematics and science and learning outcomes in schools in low-, medium-, and high-achieving countries is the focus of this study. It not only looks at teaching practices "that work" (positively associated with achievement) but whether they "work" similarly in the three groups of countries...

A correction model for differences in the sample compositions: the degree of comparability as a function of age and schooling

Background Since the early days of international large-scale assessments, an overarching aim has been to use the world as an educational laboratory so countries can learn from one another and develop educational systems further. Cross-sectional comparisons across countries as well as trend studies derive from the assumption that there are comparable groups of students in the...