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  1. In low-stakes educational assessments, test takers might show a performance decline (PD) on end-of-test items. PD is a concern in educational assessments, especially when groups of students are to be compared ...

    Authors: Marit K. List, Alexander Robitzsch, Oliver Lüdtke, Olaf Köller and Gabriel Nagy

    Citation: Large-scale Assessments in Education 2017 5:15

    Content type: Research

    Published on:

  2. The number of studies addressing issues of inequality in educational outcomes using cognitive achievement tests and variables from large-scale assessment data has increased. Here the value of using a quantile ...

    Authors: Antonella Costanzo and Marta Desimoni

    Citation: Large-scale Assessments in Education 2017 5:14

    Content type: Methodology

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  3. Data from the Programme for the International Assessment of Adult Competencies (PIAAC) revealed that countries systematically differ in their respondents’ literacy, numeracy, and problem solving in technology-...

    Authors: Julia Gorges, Tobias Koch, Débora B. Maehler and Judith Offerhaus

    Citation: Large-scale Assessments in Education 2017 5:13

    Content type: Research

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  4. Ample evidence indicates that a person’s human capital is important for success on the labor market in terms of both wages and employment prospects. However, unlike the efforts to identify the impact of school...

    Authors: Franziska Hampf, Simon Wiederhold and Ludger Woessmann

    Citation: Large-scale Assessments in Education 2017 5:12

    Content type: Research

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  5. As the largest and most innovative international assessment of adults, PIAAC marks an inflection point in the evolution of large-scale comparative assessments. PIAAC grew from the foundation laid by surveys th...

    Authors: Irwin Kirsch and Mary Louise Lennon

    Citation: Large-scale Assessments in Education 2017 5:11

    Content type: Short report

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  6. Large-scale cross-national studies designed to measure student achievement use different social, cultural, economic and other background variables to explain observed differences in that achievement. Prior to ...

    Authors: Heike Wendt, Daniel Kasper and Matthias Trendtel

    Citation: Large-scale Assessments in Education 2017 5:10

    Content type: Research

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  7. European countries, and especially Germany, are currently very much affected by human migration flows, with the result that the task of integration has become a challenge. Only very little empirical evidence o...

    Authors: Débora B. Maehler, Silke Martin and Beatrice Rammstedt

    Citation: Large-scale Assessments in Education 2017 5:9

    Content type: Research

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  8. The paper extends the literature on grade repetition in Brazil by (a) describing and synthesizing the main research findings and contributions since 1940, (b) enlarging the understanding of the inequity mechan...

    Authors: Maria Eugénia Ferrão, Patrícia Mota Costa and Daniel Abud Seabra Matos

    Citation: Large-scale Assessments in Education 2017 5:7

    Content type: Research

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  9. Educational qualifications and literacy skills are highly related. This is not surprising as it is one aim of educational systems to equip individuals with competencies necessary to take part in society. Becau...

    Authors: Natascha Massing and Silke L. Schneider

    Citation: Large-scale Assessments in Education 2017 5:6

    Content type: Research

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  10. The increasing relevance of information and communication technologies (ICT) and society’s transition towards an information or knowledge society have led to the emergence of new challenges for schools and sch...

    Authors: Julia Gerick, Birgit Eickelmann and Wilfried Bos

    Citation: Large-scale Assessments in Education 2017 5:5

    Content type: Research

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  11. In Germany, the respondents who had participated in the 2012 survey of the Programme for the International Assessment of Adult Competencies (PIAAC) were re-approached for the panel study PIAAC-L. PIAAC-L aims ...

    Authors: Beatrice Rammstedt, Silke Martin, Anouk Zabal, Claus Carstensen and Jürgen Schupp

    Citation: Large-scale Assessments in Education 2017 5:4

    Content type: Research

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  12. Survey participation rates can have a direct impact on the validity of the data collected since nonresponse always holds the risk of bias. Therefore, the International Association for the Evaluation of Educati...

    Authors: Sabine Meinck, Diego Cortes and Sabine Tieck

    Citation: Large-scale Assessments in Education 2017 5:3

    Content type: Methodology

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  13. The present paper investigates the power of personality to predict important life outcomes in the context of the Programme for the International Assessment of Adult Competencies (PIAAC). On the most global lev...

    Authors: Beatrice Rammstedt, Daniel Danner and Clemens Lechner

    Citation: Large-scale Assessments in Education 2017 5:2

    Content type: Research

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  14. In large scale international assessment studies, questionnaires are typical used to query students’ home possessions. Composite scores are computed from responses to the home resource questionnaires and are us...

    Authors: Emmanuel Adu-tutu Bofah and Markku S. Hannula

    Citation: Large-scale Assessments in Education 2017 5:1

    Content type: Research

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  15. English language proficiency is considered a basic skill that students from different language backgrounds are expected to master, independent of whether they are native or non-native speakers. Tests that meas...

    Authors: Johanna Fleckenstein, Michael Leucht, Hans Anand Pant and Olaf Köller

    Citation: Large-scale Assessments in Education 2016 4:19

    Content type: Research

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  16. The current study compared four differential item functioning (DIF) methods to examine their performances in terms of accounting for dual dependency (i.e., person and item clustering effects) simultaneously by...

    Authors: Ying Jin and Minsoo Kang

    Citation: Large-scale Assessments in Education 2016 4:18

    Content type: Methodology

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  17. Teachers’ integration of information and communication technology (ICT) has been widely studied, given that digital competence is considered to be a crucial outcome of twenty first century education. In this c...

    Authors: Fazilat Siddiq and Ronny Scherer

    Citation: Large-scale Assessments in Education 2016 4:17

    Content type: Research

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  18. This study investigates the relationship between students’ use of information and communication technology (ICT) for social communication and their computer and information literacy (CIL) scores. It also exami...

    Authors: Meral Alkan and Sabine Meinck

    Citation: Large-scale Assessments in Education 2016 4:15

    Content type: Research

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  19. In 2011 the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS) were conducted at fourth grade in a number of participating countries ...

    Authors: Heike Wendt and Daniel Kasper

    Citation: Large-scale Assessments in Education 2016 4:14

    Content type: Research

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  20. This study statistically investigates the characteristics of the intended curriculum for Japanese primary science, focusing on the learning content. The study used the TIMSS 2011 Grade 4 Curriculum Questionnai...

    Authors: Kenji Matsubara, Yasuhito Hagiwara and Yuji Saruta

    Citation: Large-scale Assessments in Education 2016 4:13

    Content type: Research

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  21. In a previous study, the total, direct and indirect effects of parental education on reading, mathematics and science achievement have been estimated for Grade 4 pupils of 37 countries that participated in PIR...

    Authors: Kajsa Yang Hansen and Jan-Eric Gustafsson

    Citation: Large-scale Assessments in Education 2016 4:11

    Content type: Research

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  22. Latent regression models are used for score-reporting purposes in large-scale educational survey assessments such as the National Assessment of Educational Progress (NAEP) and Trends in International Mathemati...

    Authors: Peter W. van Rijn, Sandip Sinharay, Shelby J. Haberman and Matthew S. Johnson

    Citation: Large-scale Assessments in Education 2016 4:10

    Content type: Research

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  23. Despite the importance of lifelong learning as a key to individual and societal prosperity, we know little about adult motivation to engage in learning across the lifespan. Building on educational psychologica...

    Authors: Julia Gorges, Débora B. Maehler, Tobias Koch and Judith Offerhaus

    Citation: Large-scale Assessments in Education 2016 4:9

    Content type: Research

    Published on:

  24. Research on effects of home computer use on children’s development of cognitive abilities and skills has yielded conflicting results, with some studies showing positive effects, others no effects, and yet othe...

    Authors: Monica Rosén and Jan-Eric Gustafsson

    Citation: Large-scale Assessments in Education 2016 4:5

    Content type: Research

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  25. Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. While traditional reading is well i...

    Authors: Maria A. Rasmusson

    Citation: Large-scale Assessments in Education 2016 4:3

    Content type: Research

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  26. While expectations are high for early childhood education to support students’ reading literacy, research findings are inconclusive. The purpose of the study is to estimate the effect of preschool non-partici...

    Authors: Nina Hogrebe and Rolf Strietholt

    Citation: Large-scale Assessments in Education 2016 4:2

    Content type: Research

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  27. Relationships among motivational constructs from the 2011 Trends in International Mathematics and Science Study (TIMSS 2011) were investigated for eight-graders in all the five participating African countries,...

    Authors: Emmanuel Adu-tutu Bofah and Markku S. Hannula

    Citation: Large-scale Assessments in Education 2015 3:4

    Content type: Research

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  28. The results of the Programme for International Student Assessment (PISA) 2012 showed that Indonesia, Malaysia, and Thailand underperformed and were positioned in the bottom third out of 65 participating countr...

    Authors: Lei Mee Thien, I. Gusti Ngurah Darmawan and Mei Yean Ong

    Citation: Large-scale Assessments in Education 2015 3:3

    Content type: Research

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  29. In this paper, we consider a two-level multidimensional item response model that examines country differences in extreme response style (ERS) as a possible cause for the achievement-attitude paradox in PISA 20...

    Authors: Yi Lu and Daniel M. Bolt

    Citation: Large-scale Assessments in Education 2015 3:2

    Content type: Methodology

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  30. Educators, researchers and policy-makers worldwide continue to struggle to understand the changes needed for improving educational outcomes and attainment for students, particularly in content areas such as ma...

    Authors: Laura M O’Dwyer, Yang Wang and Katherine A Shields

    Citation: Large-scale Assessments in Education 2015 3:1

    Content type: Research

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  31. On the basis of a ‘problem solving as an educational outcome’ point of view, we analyse the contribution of math and science competence to analytical problem-solving competence and link the acquisition of prob...

    Authors: Ronny Scherer and Jens F Beckmann

    Citation: Large-scale Assessments in Education 2014 2:10

    Content type: Research

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  32. In order to measure the proficiency of person populations in various domains, large-scale assessments often use marginal maximum likelihood IRT models where person proficiency is modelled as a random variable....

    Authors: Sebastian Weirich, Nicole Haag, Martin Hecht, Katrin Böhme, Thilo Siegle and Oliver Lüdtke

    Citation: Large-scale Assessments in Education 2014 2:9

    Content type: Research

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  33. 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...

    Authors: Christiane Penk, Claudia Pöhlmann and Alexander Roppelt

    Citation: Large-scale Assessments in Education 2014 2:5

    Content type: Research

    Published on:

  34. 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...

    Authors: Shek Kam Tse and Xiao-yun Xiao

    Citation: Large-scale Assessments in Education 2014 2:6

    Content type: Research

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  35. 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...

    Authors: Dubravka Svetina and Leslie Rutkowski

    Citation: Large-scale Assessments in Education 2014 2:4

    Content type: Research

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  36. 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...

    Authors: Jaap Dronkers, Mark Levels and Manon de Heus

    Citation: Large-scale Assessments in Education 2014 2:3

    Content type: Research

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  37. 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 ...

    Authors: Sunhee Kim and Gregory Camilli

    Citation: Large-scale Assessments in Education 2014 2:1

    Content type: Research

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  38. 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...

    Authors: Raymond J Adams, Petra Lietz and Alla Berezner

    Citation: Large-scale Assessments in Education 2013 1:5

    Content type: Research

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Society affiliation

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Large-scale Assessments in Education is fully sponsored by IERI, the IEA-ETS Research Institute, a collaborative effort between the Research & Development Division at ETS 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.

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