How Robust Are Cross-Country Comparisons of PISA Scores to the Scaling Model Used?

Autor/inn/en	Jerrim, John; Parker, Philip; Choi, Alvaro; Chmielewski, Anna Katyn; Sälzer, Christine; Shure, Nikki
Titel	How Robust Are Cross-Country Comparisons of PISA Scores to the Scaling Model Used?
Quelle	In: Educational Measurement: Issues and Practice, 37 (2018) 4, S.28-39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12211
Schlagwörter	Educational Assessment; Comparative Education; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Psychometrics; Scaling; Robustness (Statistics); Scores; Item Response Theory; Test Items; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Psychometry; Psychometrie; Scale construction; Skalenkonstruktion; Widerstandsfähigkeit; Item-Response-Theorie; Test content; Testaufgabe
Abstract	The Programme for International Student Assessment (PISA) is an important international study of 15-olds' knowledge and skills. New results are released every 3 years, and have a substantial impact upon education policy. Yet, despite its influence, the methodology underpinning PISA has received significant criticism. Much of this criticism has focused upon the psychometric scaling model used to create the proficiency scores. The aim of this article is to therefore investigate the robustness of cross-country comparisons of PISA scores to subtle changes to the underlying scaling model used. This includes the specification of the item-response model, whether the difficulty and discrimination of items are allowed to vary across countries (item-by-country interactions) and how test questions not reached by pupils are treated. Our key finding is that these technical choices make little substantive difference to the overall country-level results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01