Large-Scale Assessment of Change in Student Achievement: Dutch Primary School Students' Results on Written Division in 1997 and 2004 as an Example

Autor/inn/en	van den Heuvel-Panhuizen, Marja; Robitzsch, Alexander; Treffers, Adri; Koller, Olaf
Titel	Large-Scale Assessment of Change in Student Achievement: Dutch Primary School Students' Results on Written Division in 1997 and 2004 as an Example
Quelle	In: Psychometrika, 74 (2009) 2, S.351-365 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3123
DOI	10.1007/s11336-009-9110-7
Schlagwörter	Academic Achievement; Measures (Individuals); Program Effectiveness; Foreign Countries; Elementary School Students; Student Evaluation; Arithmetic; Problem Solving; Research Methodology; Trend Analysis; Evaluation Methods; Item Response Theory; Change; Netherlands + Suchen Sie Ihr Suchwort? Schulleistung; Messdaten; Ausland; Schulnote; Studentische Bewertung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Research method; Forschungsmethode; Trendanalyse; Item-Response-Theorie; Wandel; Niederlande
Abstract	This article discusses large-scale assessment of change in student achievement and takes the study by Hickendorff, Heiser, Van Putten, and Verhelst (2009) as an example. This study compared the achievement of students in the Netherlands in 1997 and 2004 on written division problems. Based on this comparison, they claim that there is a performance decline in this subdomain of mathematics, and that there is a move from applying the digit-based long division algorithm to a less accurate way of working without writing down anything. In our discussion of this study, we address methodological challenges that come in when investigating long-term trends in student achievements, such as the need for adequate operationalizations, the influence of the time of measurement and the necessity of the comparability of assessments, the effect of the assessment format, and the importance of inclusion relevant covariates in item response models. All these issues matter when assessing change in student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10