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Assuming measurement invariance of background indicators in international comparative educational achievement studies: a challenge for the interpretation of achievement differences

 achievement differences Heike Wendt 0 Daniel Kasper daniel.kasper@tu-dortmund 0 Matthias Trendtel 1 0 Institute for School Development Research, TU Dortmund University , Vogelpothsweg 78, 44227 Dortmund

Subject-specific strength and weaknesses of fourth-grade students in Europe: a comparative latent profile analysis of multidimensional proficiency patterns based on PIRLS/TIMSS combined 2011

Background In 2011 the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS) were conducted at fourth grade in a number of participating countries with a shared representative sample. In this article we investigate whether there are multidimensional proficiency patterns across the competency domains or not...