TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments

Autor/inn/en	Martin, Michael O.; Mullis, Ina V. S.
Titel	TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments
Quelle	In: Journal of Educational and Behavioral Statistics, 44 (2019) 6, S.752-781 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998619882030
Schlagwörter	Achievement Tests; International Assessment; Mathematics Tests; Science Achievement; Mathematics Achievement; Elementary Secondary Education; Science Tests; Foreign Countries; Item Sampling; Item Response Theory; National Competency Tests; Trend Analysis; Scaling; Error of Measurement; Benchmarking; Educational Environment; Questionnaires; Trends in International Mathematics and Science Study; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Item-Response-Theorie; Trendanalyse; Scale construction; Skalenkonstruktion; Messfehler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen
Abstract	International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement's Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development's Program for International Student Assessment that have come to prominence over the past 25 years owe a great deal in methodological terms to pioneering work by National Assessment of Educational Progress (NAEP). Using TIMSS as an example, this article describes how a number of core techniques, such as matrix sampling, student population sampling, item response theory scaling with population modeling, and resampling methods for variance estimation, have been adapted and implemented in an international context and are fundamental to the international assessment effort. In addition to the methodological contributions of NAEP, this article illustrates how the large-scale international assessments go beyond measuring student achievement by representing important aspects of community, home, school, and classroom contexts in ways that can be used to address issues of importance to researchers and policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01