A Review of International Large-Scale Assessments in Education: Assessing Component Skills and Collecting Contextual Data. PISA for Development

Autor/inn/en	Cresswell, John; Schwantner, Ursula; Waters, Charlotte
Institution	Organisation for Economic Cooperation and Development (OECD) (France); World Bank; International Bank for Reconstruction and Development
Titel	A Review of International Large-Scale Assessments in Education: Assessing Component Skills and Collecting Contextual Data. PISA for Development
Quelle	(2015), (244 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1990-8539
ISBN	978-92-64-24834-2
DOI	10.1787/9789264248373-en
Schlagwörter	International Assessment; Educational Assessment; Data Collection; Comparative Analysis; Evaluation Methods; Developing Nations; Testing Programs; Program Implementation; Data Analysis; Information Utilization; Cognitive Tests; Surveys; Out of School Youth; Test Construction; Psychometrics; Test Items; Reading Tests; Mathematics Tests; Science Tests; Achievement Tests; Foreign Countries; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Data capture; Datensammlung; Developing country; Developing countries; Entwicklungsland; Auswertung; Informationsnutzung; Kognitiver Fähigkeitstest; Survey; Umfrage; Befragung; Testaufbau; Psychometry; Psychometrie; Test content; Testaufgabe; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland
Abstract	This report reviews the major international and regional large-scale educational assessments, including international surveys, school-based surveys and household-based surveys. The report compares and contrasts the cognitive and contextual data collection instruments and implementation methods used by the different assessments in order to identify practices that are recognised as being effective. It also identifies assessment practices that are particularly likely to be useful for developing countries. The findings of this report are being used by the OECD to support its efforts to make PISA more relevant to a wider range of countries, and by the World Bank as part of its on-going dialogue with its client countries regarding participation in international large-scale assessments. The contents are as follows: Chapter 1. Overview: Lessons from international large-scale assessments in education; Chapter 2. Methodology for the review of international large-scale assessments in education; Chapter 3. Component skills and cognitive instruments used in educational assessments; Chapter 4. Contextual data collection instruments used in educational assessments; Chapter 5. Implementation procedures and approaches to including out-of-school children in educational assessments; Chapter 6. Analysis, reporting and use of data from international large-scale assessments in education. Also included are the Annexes: (1) General information about the international surveys reviewed and (2) Sample items from selected international assessments; (3) Sample items from selected international assessments; and (4) Overview tables of contextual data collection instruments. [This report was produced with the support of the World Bank through its Russia Education Aid for Development (READ) Trust Fund programme, as part of its contribution to the PISA for Development project. PISA for Development is an initiative of the OECD, development partners and participating countries that aims to identify how PISA can best support evidence-based policy making in emerging and developing economies and contribute to the UN-led definition of global learning goals for the post-2015 agenda.] (As Provided).
Anmerkungen	OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01