International Comparisons and Sensitivity to Instruction

Autor/in	Wiliam, Dylan
Titel	International Comparisons and Sensitivity to Instruction
Quelle	In: Assessment in Education: Principles, Policy & Practice, 15 (2008) 3, S.253-257 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Test Bias; Test Construction; Comparative Testing; Evaluation; Reliability; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Testkritik; Testaufbau; Evaluierung; Reliabilität
Abstract	While international comparisons such as those provided by PISA may be meaningful in terms of overall judgements about the performance of educational systems, caution is needed in terms of more fine-grained judgements. In particular it is argued that the results of PISA to draw conclusions about the quality of instruction in different systems is affected by the fact that assessments used in PISA are, like all standardised assessments, relatively insensitive to the effects of high-quality instruction, for three reasons. First, the rate of progress of individuals is small when compared with the range of achievement within an age cohort. Second, the standard methods of test construction tend to remove items that show high sensitivity to instruction. Third, the use within PISA of differential item functioning to identify and exclude items that are not comparable across languages results in further reduction of the sensitivity of the assessments to instruction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10