An IERI – International Educational Research Institute Journal
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Low-stakes assessments do not have consequences for the test-takers. Currently, motivational research indicates that a lack of test-taking motivation can decrease students’ performance in low-stakes assessment...
While existing evidence strongly suggests that immigrant students underperform relative to their native counterparts on measures of mathematics, science, and reading, country-level analyses assessing the homog...
This study examined the impact of the reading-related affective factors home environment and school environment on predicting the likelihood of students being either high-proficiency or low-proficiency readers. D...
When studying student performance across different countries or cultures, an important aspect for comparisons is that of score comparability. In other words, it is imperative that the latent variable (i.e., co...
Earlier studies using a double perspective (destination & origin) indicate that several macro-characteristics of both destination and origin countries affect the educational performance of migrant children. Th...
The PISA 2009 results for Ireland indicated a large decline in reading literacy scores since PISA 2000 (the largest of 38 countries). The decline in mathematics scores since PISA 2003 was the second largest of...
As the popularity of classroom observations has increased, they have been implemented in many longitudinal studies with large probability samples. Given the complexity of longitudinal measurements, there is a ...
The Teacher Education and Development Study in Mathematics (TEDS-M) of 2008 focused on how teachers are prepared to teach mathematics in primary and lower-secondary schools in 17 countries. The main results we...
In the context of international large scale assessments, it is often not feasible to implement a complete survey of all relevant populations. For example, the OECD Program for International Student Assessment ...
While rotated test booklets have been employed in large-scale assessments to increase the content coverage of the assessments, rotation has not yet been applied to the context questionnaires administered to re...
In this paper, we document a study that involved applying a multiple imputation technique with chained equations to data drawn from the 2007 iteration of the TIMSS database. More precisely, we imputed missing ...
This study explored the credibility of Swedish third-grade students’ self-assessments of their reading achievement by relating those assessments to two different criteria—teachers’ judgments and students’ read...
The association between frequent use of certain instructional practices in mathematics and science and learning outcomes in schools in low-, medium-, and high-achieving countries is the focus of this study. It...
Since the early days of international large-scale assessments, an overarching aim has been to use the world as an educational laboratory so countries can learn from one another and develop educational systems ...
Citation Impact 2023
Journal Impact Factor: 2.6
5-year Journal Impact Factor: 4.2
Source Normalized Impact per Paper (SNIP): 1.943
SCImago Journal Rank (SJR): 1.256
Speed 2023
Submission to first editorial decision (median days): 28
Submission to acceptance (median days): 324
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Large-scale Assessments in Education is fully sponsored by IERI – International Educational Research Institute, and the International Association for the Evaluation of Educational Achievement (IEA) that focuses on improving the science of large-scale assessments. Authors do not need to pay an article-processing charge.