Improving the Comparability and Local Usefulness of International Assessments: A Look Back and a Way Forward

Autor/inn/en	Rutkowski, Leslie; Rutkowski, David
Titel	Improving the Comparability and Local Usefulness of International Assessments: A Look Back and a Way Forward
Quelle	In: Scandinavian Journal of Educational Research, 62 (2018) 3, S.354-367 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1261044
Schlagwörter	Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Innovation; Comparative Education; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Tests; Science Achievement; Grade 4; Reading Tests; Reading Achievement; Questionnaires; Item Response Theory; Test Items; Books; Family Environment; Socioeconomic Status; Student Characteristics; Factor Analysis; Denmark; Norway; Sweden; Finland; Iceland; Program for International Student Assessment; Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Vergleichende Erziehungswissenschaft; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Leseleistung; Fragebogen; Item-Response-Theorie; Test content; Testaufgabe; Book; Buch; Monographie; Monografie; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Faktorenanalyse; Dänemark; Norwegen; Schweden; Finnland; Island
Abstract	Over time international large-scale assessments have grown in terms of number of studies, cycles, and participating countries, many of which are a heterogeneous mix of economies, languages, cultures, and geography. This heterogeneity has meaningful consequences for comparably measuring both achievement and non-achievement constructs, such as social and emotional skills. In this paper we propose one way to directly incorporate country-specific differences into the methods used to construct background scales. We use research that demonstrates data quality issues in international assessment and the degree to which these issues can impact inferences. Our proposed solution incorporates innovations that have been developed for achievement measures but have not been applied to background scales. We demonstrate this possible solution with PISA 2012 data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01