Checking the Possibility of Equating a Mathematics Assessment between Russia, Scotland and England for Children Starting School

Autor/inn/en	Ivanova, Alina; Kardanova, Elena; Merrell, Christine; Tymms, Peter; Hawker, David
Titel	Checking the Possibility of Equating a Mathematics Assessment between Russia, Scotland and England for Children Starting School
Quelle	In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 2, S.141-159 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ivanova, Alina) ORCID (Tymms, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2016.1231110
Schlagwörter	Mathematics Instruction; Foreign Countries; Mathematics Tests; Item Response Theory; Comparative Analysis; Achievement Tests; International Assessment; Secondary School Students; Elementary Secondary Education; Mathematics Achievement; Science Tests; Science Achievement; Test Bias; Russia; United Kingdom (Scotland); United Kingdom (England); Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Ausland; Item-Response-Theorie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Testkritik; Russland
Abstract	Is it possible to compare the results in assessments of mathematics across countries with different curricula, traditions and age of starting school? As part of the iPIPS project, a Russian version of the iPIPS baseline assessment was developed and trial data were available from about 300 Russian children at the start and end of their first year at school. These were matched with parallel data from representative samples of equal numbers of children from England and Scotland. The equating of the scales was explored using Rasch measurement. A unified scale was easiest to create for England and Scotland at the start and end of their first year at school when children only differ by a half a year in age, and live in adjacent countries with a common language. Although fewer items showed invariance across the three countries, it was possible to link iPIPS scores in mathematics from the start and end of the first year at school across Scotland, England and Russia. The findings of this study suggest that, despite the apparent difficulties, meaningful comparisons of mathematics attainment and development can be made. These will allow for substantive interpretations with policy implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01