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This study highlighted how particular intersections of personal characteristics were related to Motivation to Learn (MtL) among adults. MtL is a prerequisite for adult education and training participation. How...
Analysis of user-generated data (for example process data from logfiles, learning analytics, and data mining) in computer-based environments has gained much attention in the last decade and is considered a pro...
The aim or the present study was to examine the relative importance of financial education in school and families and dispositional factors (competitiveness, work mastery, meta-cognition) in predicting financi...
After elementary school, students in Germany are separated into different school tracks (i.e., school types) with the aim of creating homogeneous student groups in secondary school. Consequently, the developme...
This study aims to examine the relative effects of student, family and school-related characteristics on 4th grade students’ math achievement according to location of the school in Turkey. The data of 6435 stu...
This paper presents the R Analyzer for Large-Scale Assessments (RALSA), a newly developed R package for analyzing data from studies using complex sampling and assessment designs. Such studies are, for example, th...
International large-scale assessments such as PISA or PIAAC have started to provide public or scientific use files for log data; that is, events, event-related attributes and timestamps of test-takers’ interac...
The basic cognitive skill of numeracy is a recognized form of human capital, associated with economic and social well being for individuals and for nations. In this study, we explore how occupational complexit...
In testing contexts that are predominately concerned with power, rapid guessing (RG) has the potential to undermine the validity of inferences made from educational assessments, as such responses are unreflect...
Research in international large-scale assessment (ILSA) has become an increasingly popular field of study in education. Consequently, interest and debate in the field by practitioners, researchers, policymaker...
Employing nested sequences of models is a common practice when exploring the extent to which one set of variables mediates the impact of another set. Such an analysis in the context of logistic regression mode...
Of critical importance to education policy is monitoring trends in education outcomes over time. In the United States, the National Assessment of Educational Progress (NAEP) has provided long-term trend data s...
Evidence so far shows that Waldorf students are characterized by average science achievement but at the same time high socioeconomic status and high science motivation. Moreover, Waldorf education is character...
The present study aimed to examine the relations of early numeracy activities and skills to mathematics dispositions, engagement, and achievement among 26,859 fourth graders in the United Arab Emirates who too...
The study of the territorial difference in educational achievement is a widely debated topic, in particular in Italy for the presence of the well-known strong regional disparities. National and international l...
An amendment to this paper has been published and can be accessed via the original article.
The original article was published in Large-scale Assessments in Education 2021 9:5
The idea of using low-stakes assessment results is often mentioned when designing educational system reforms. However, when tests have no consequences for the students, test takers may not make enough effort w...
This paper introduces a new method to measure school-level inequality based on Item Response Theory (IRT) models. Categorical data collected by large-scale assessments poses diverse methodological challenges h...
Low examinee effort is a major threat to valid uses of many test scores. Fortunately, several methods have been developed to detect noneffortful item responses, most of which use response times. To accurately ...
Studies demonstrate that occupational optimism can boost adolescents’ academic attainment and perseverance in education. To contribute to this literature, we consider two hypotheses. The first posits that bilin.....
Standard methods for analysing data from large-scale assessments (LSA) cannot merely be adopted if hierarchical (or multilevel) regression modelling should be applied. Currently various approaches exist; they ...
Evaluations of effectiveness of educational reforms are often based on the level of improvement in student performance from one cycle of a particular assessment to the next. However, improvements in overall pe...
The Correction to this article has been published in Large-scale Assessments in Education 2021 9:11
Large-scale international assessment studies such as Trends in International Mathematics and Science Study (TIMSS) or Programme for International Student Assessment (PISA) provide researchers and policy makers...
This study investigates civic and citizenship education in a unique post-Communist context–in the bilingual education system of Estonia. Estonia continues to have a bilingual school system where there are Esto...
In 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digi...
This paper presents the concepts and observations in the author’s keynote address at the May 2019 “Opportunity versus Challenge: Exploring Usage of Log-File and Process Data in International Large-Scale Assess...
Socioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students’ learning and achievement. Th...
The development of international surveys on children’s learning like PISA, PIRLS and TIMSS—delivering comparable achievement measures across educational systems—has revealed large cross-country variability in ...
In Germany, three large-scale surveys–the Level One Study (LEO), the Programme for the International Assessment of Adult Competencies (PIAAC), and the National Educational Panel Study (NEPS)–provide complement...
Due to the increasing use of information and communication technology, computer-related skills are important for all students in order to participate in the digital age (Fraillon, J., Ainley, J., Schulz, W., F...
Using an unanticipated policy reform in Mexico that shifted 4 months the cutoff date for elementary school eligibility in 2006 and information on academic performance of 15-year-old students from the Programme...
Mounting concerns about the levels and distributions of human capital, as well as how they are associated with outcomes for individuals and societies, have contributed to an increase in the number of national ...
The ongoing digitalization poses new challenges for schools concerning students’ digital skills. In this context, the International Computer and Information Literacy Study (IEA-ICILS 2018) has identified subst...
This article reviews the history of the measure of socio-economic status in PISA and identifies theoretical underpinnings of the index of economic, social and cultural status (ESCS). It then highlights multipl...
During this digital era, France, like many other countries, is undergoing a transition from paper-based assessments to digital assessments in education. There is a rising interest in technology-enhanced items ...
As a relevant cognitive-motivational aspect of ICT literacy, a new construct ICT Engagement is theoretically based on self-determination theory and involves the factors ICT interest, Perceived ICT competence, Per...
The item responses of examinees who rapid-guess, who do not spend enough time reading and engaging with an item, will not reflect their true ability on that item. Rapid-disengagement refers to rapidly selectin...
The concept of school climate has received much attention as a predictor of educational outcomes, including students’ well-being, academic achievement, and motivation. To measure this concept, international la...
Family-related factors, like parent’s educational level, their values and expectations have a significant impact on child’s early skills and later educational outcomes. Further, parents provide their child, al...
Recent literature shows that younger cohorts have lower levels of literacy ceteris paribus in Canada, the United States, Norway and other developed countries. Very few explanations are provided to justify the ...
Previous research on the relationship between students’ home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT re...
Understanding why women are consistently underrepresented in STEM fields has been a constant puzzle, with a consistent feature of the puzzle being performance in math. This study uses data from TIMSS exams to ...
International large-scale assessments like international computer and information literacy study (ICILS) (Fraillon et al. in International Association for the Evaluation of Educational Achievement (IEA), 2015)...
Potential differences in achievement between female and male students have always been an interesting topic in educational research, as well as having policy and economic implications. This study provides an o...
Immigrants and their children are the fastest-growing demographic group in the United States, and schools are often the first social institution young immigrants engage with on a sustained basis. As such, the ...
Promoting tolerance is an important goal of European education policies focused on education for democratic citizenship and human rights. In this article, we argue that cross-cultural comparability must be emp...
Item position effects have been a common concern in large-scale assessments as changing the order of items in booklets may have an undesired effect on test performance. If every test taker would be affected by...
The purpose of this research is to gather empirical evidence for attribution theory (Weiner in J Educ Psychol 71(1):3–25. https://doi.org/10.1037/0022-0663.71.1.3
Stakeholders’ interpretations of the findings of large-scale educational assessments can influence important decisions. In the context of educational assessment, standard-setting remains an especially critical...
A recent study by Baye and Monseur (Large Scale Assess Educ 4:1–16, 2016) using large, international educational data sets suggest that the “greater male variation hypothesis” is well supported. Males are often o...
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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.