Dependable Trend Measurement Is Not Just IRT Scaling: Commentary on "Linking Large-Scale Reading Assessments: Measuring International Trends over 40 Years"

Autor/inn/en	Mullis, Ina V. S.; Martin, Michael O.
Titel	Dependable Trend Measurement Is Not Just IRT Scaling: Commentary on "Linking Large-Scale Reading Assessments: Measuring International Trends over 40 Years"
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 14 (2016) 1, S.30-31 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2015.1117888
Schlagwörter	Stellungnahme; Item Response Theory; Trend Analysis; International Assessment; Reading Tests; Achievement Tests; Reading Achievement; Grade 4; Foreign Countries; Scaling; Mathematics Tests; Science Tests; Mathematics Achievement; Science Achievement; Elementary Secondary Education; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Trendanalyse; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Scale construction; Skalenkonstruktion; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Linking IEA's international reading assessments across 40 years is an interesting endeavor from several perspectives. Being able to examine trends in reading achievement at the 4th grade over such a long period and relate these to policy changes during that time span is an attractive idea. However, this work brings to the fore many thorny issues that should be considered in linking together several disparate assessments, and the technical complexities involved in using IRT scaling to analyze trends in large-scale international assessments. (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01