Improving International Assessment through Evaluation

Autor/in	Rutkowski, David
Titel	Improving International Assessment through Evaluation
Quelle	In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 1, S.127-136 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2017.1300572
Schlagwörter	Grade 4; Foreign Countries; Achievement Tests; Reading Achievement; Reading Tests; International Assessment; Mathematics Achievement; Elementary Secondary Education; Mathematics Tests; Science Tests; Science Achievement; Educational Quality; Questionnaires; Trend Analysis; Educational Trends; Educational Policy; Check Lists; Evaluation Methods; Educational Assessment; Validity; Credibility; Readability; Ethics; Cost Effectiveness; Secondary School Students; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study; Program for International Student Assessment + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Lesetest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Quality of education; Bildungsqualität; Fragebogen; Trendanalyse; Bildungsentwicklung; Politics of education; Bildungspolitik; Checkliste; Education; assessment; Bewertungssystem; Gültigkeit; Glaubwürdigkeit; Lesbarkeit; Ethik; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Sekundarschüler
Abstract	In this article I advocate for a new discussion in the field of international large-scale assessments; one that calls for a reexamination of international large-scale assessments (ILSAs) and their use. Expanding on the high-quality work in this special issue I focus on three inherent limitations to international large-scale assessments noted by authors in this special issue. The first limitation has to do with the quality of background questionnaires; the second, has to do with measuring trend over time; and the third emphasizes the thorny issue of making causal claims with cross-sectional ILSA data. Following this discussion, and drawing on Scriven's "higher level" Meta-evaluation Checklist, I outline how national participation in a meta-evaluation of ILSAs may assist study administrators and ILSA users in creating data that better fits the needs of a complex and diverse set of participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01