2022-2024
Special Issue on investigating the effect of COVID-19 disruption in education using REDS data
This is a Special Issue on the educational disruption due to the COVID-19 crisis in different areas of the world, as well as on the responses of national governments, schools, teachers, students and their families.
Edited by: Alice Bertoletti, Zbigniew Karpiński, European Commission Joint Research Centre
Collection published: 26 December 2022
2022
Leveraging large-scale assessments for effective and equitable school practices: The case of the Nordic countries
This issue showcases innovative research and development in the area of log-file and process data with a focus in international large-scale assessments, including the latest methodological and theoretical approaches, and critical ethical considerations.
Edited by: Nani Teig, Univeristy of Olso & Isa Steinmann, University of Olso
Collection published: 5 April 2022
2020
Exploring Usage of Log-File and Process Data in International Large-Scale Assessments
This issue showcases innovative research and development in the area of log-file and process data with a focus in international large-scale assessments, including the latest methodological and theoretical approaches, and critical ethical considerations.
Edited by: Qiwei (Britt) He, ETS, Irwin Kisch, ETS, Caroline McKeown, ERC, Jude Cosgrove, ERC
Collection published: 29 May 2020
2017
Results, methodological aspects and advancements of the Programme for the International Assessment of Adult Competencies (PIAAC)
This special issue presents results of the PIAAC study regarding socio-economic differences such as education and gender. Results imply recommendations for policy actions to approach problems associated with skill inequality.
Edited by Anja Perry, Débora B. Maehler, Beatrice Rammstedt
Collection published: 31 January 2017
2016
Causal inferences with cross-sectional large scale assessment data
Researchers and policy makers in education want to know if anything can be done to improve achievement overall and for particular groups of test takers. This, in turn, has motivated interest in making connections between a host of potential causes and achievement.
Edited by: Prof. Leslie Rutkowski
Collection published: 3 February 2016