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  1. 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 ...

    Authors: James Soland, Megan Kuhfeld and Joseph Rios
    Citation: Large-scale Assessments in Education 2021 9:8
  2. 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.....

    Authors: Joanna Sikora and Artur Pokropek
    Citation: Large-scale Assessments in Education 2021 9:7
  3. 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 ...

    Authors: Julia Mang, Helmut Küchenhoff, Sabine Meinck and Manfred Prenzel
    Citation: Large-scale Assessments in Education 2021 9:6
  4. 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...

    Authors: Anastasios Karakolidis, Alice Duggan, Gerry Shiel and Joanne Kiniry
    Citation: Large-scale Assessments in Education 2021 9:5

    The Correction to this article has been published in Large-scale Assessments in Education 2021 9:11

  5. 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...

    Authors: Kaire Põder and Triin Lauri
    Citation: Large-scale Assessments in Education 2021 9:3
  6. 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...

    Authors: Yang Jiang, Tao Gong, Luis E. Saldivia, Gabrielle Cayton-Hodges and Christopher Agard
    Citation: Large-scale Assessments in Education 2021 9:2
  7. 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...

    Authors: Ozge Ersan and Michael C. Rodriguez
    Citation: Large-scale Assessments in Education 2020 8:15
  8. 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 ...

    Authors: Dalit Contini and Federica Cugnata
    Citation: Large-scale Assessments in Education 2020 8:14
  9. 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...

    Authors: Tabea Durda, Britta Gauly, Klaus Buddeberg, Clemens M. Lechner and Cordula Artelt
    Citation: Large-scale Assessments in Education 2020 8:13
  10. 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...

    Authors: Melanie Heldt, Corinna Massek, Kerstin Drossel and Birgit Eickelmann
    Citation: Large-scale Assessments in Education 2020 8:12
  11. 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...

    Authors: Ernesto Aguayo-Téllez and Flor E. Martínez-Rodríguez
    Citation: Large-scale Assessments in Education 2020 8:11
  12. 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...

    Authors: Kerstin Drossel, Birgit Eickelmann and Mario Vennemann
    Citation: Large-scale Assessments in Education 2020 8:9
  13. 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 ...

    Authors: Franck Salles, Reinaldo Dos Santos and Saskia Keskpaik
    Citation: Large-scale Assessments in Education 2020 8:7
  14. 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...

    Authors: Olga Kunina-Habenicht and Frank Goldhammer
    Citation: Large-scale Assessments in Education 2020 8:6
  15. 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...

    Authors: H. Harju-Luukkainen, J. Vettenranta, J. Wang and S. Garvis
    Citation: Large-scale Assessments in Education 2020 8:3
  16. 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 ...

    Authors: Ehsan Ghasemi and Hansel Burley
    Citation: Large-scale Assessments in Education 2019 7:10
  17. 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...

    Authors: Sabine Meinck and Falk Brese
    Citation: Large-scale Assessments in Education 2019 7:8
  18. 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 ...

    Authors: Margarita Pivovarova and Jeanne M. Powers
    Citation: Large-scale Assessments in Education 2019 7:7
  19. 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...

    Authors: Maria Magdalena Isac, Laura Palmerio and M. P. C. (Greetje) van der Werf
    Citation: Large-scale Assessments in Education 2019 7:6
  20. 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...

    Authors: Qian Wu, Dries Debeer, Janine Buchholz, Johannes Hartig and Rianne Janssen
    Citation: Large-scale Assessments in Education 2019 7:5
  21. 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...

    Authors: Helen Gray, Andrew Lyth, Catherine McKenna, Susan Stothard, Peter Tymms and Lee Copping
    Citation: Large-scale Assessments in Education 2019 7:2
  22. In the Trends in Mathematics and Science Study (TIMSS) 2015, the educational systems from the Dutch speaking part of Belgium (Flanders), Germany, and Norway included scales capturing three dimensions of instru...

    Authors: Kim Bellens, Jan Van Damme, Wim Van Den Noortgate, Heike Wendt and Trude Nilsen
    Citation: Large-scale Assessments in Education 2019 7:1
  23. This article provides an overview of the R package lsasim, designed to facilitate the generation of data that mimics a large scale assessment context. The package features functions for simulating achievement dat...

    Authors: Tyler H. Matta, Leslie Rutkowski, David Rutkowski and Yuan-Ling Liaw
    Citation: Large-scale Assessments in Education 2018 6:15
  24. TIMSS 2019 is the first assessment in the TIMSS transition to a computer-based assessment system, called eTIMSS. The TIMSS 2019 Item Equivalence Study was conducted in advance of the field test in 2017 to exam...

    Authors: Bethany Fishbein, Michael O. Martin, Ina V. S. Mullis and Pierre Foy
    Citation: Large-scale Assessments in Education 2018 6:11
  25. This study aimed to identify motivation and home influence factors that predict reading literacy achievement of grade 4 students in Abu Dhabi It drew on the Progress in International Reading Literacy Study (P...

    Authors: Guang Yang, Masood Badri, Asma Al Rashedi and Karima Almazroui
    Citation: Large-scale Assessments in Education 2018 6:10
  26. By providing high-quality, internationally comparable data on the cognitive skills of working-age adults, the Programme for the International Assessment of Adult Competencies (PIAAC) offers great potential for...

    Authors: Jan Paul Heisig
    Citation: Large-scale Assessments in Education 2018 6:9
  27. The gender gap in reading literacy is repeatedly found in large-scale assessments. This study compared girls’ and boys’ text responses in a reading test applying natural language processing. For this, a theore...

    Authors: Fabian Zehner, Frank Goldhammer and Christine Sälzer
    Citation: Large-scale Assessments in Education 2018 6:7
  28. This paper extends a recent study by Kaplan and Su (J Educ Behav Stat 41: 51–80, 2016) examining the problem of matrix sampling of context questionnaire scales with respect to the generation of plausible values o...

    Authors: David Kaplan and Dan Su
    Citation: Large-scale Assessments in Education 2018 6:6
  29. Numerous studies have investigated the relationships between various student, home and contextual factors and reading achievement. However, the relationship between such factors and reading attitudes has been ...

    Authors: Sonja Nonte, Lea Hartwich and Ariane S. Willems
    Citation: Large-scale Assessments in Education 2018 6:5
  30. This paper discusses a framework for analyzing the dependence on mathematical theory in test items, that is, a framework for discussing to what extent knowledge of mathematical theory is helpful for the studen...

    Authors: Arne Hole, Liv Sissel Grønmo and Torgeir Onstad
    Citation: Large-scale Assessments in Education 2018 6:3
  31. Fair comparisons of educational systems in large-scale assessments can be made only if the differences in curricula have little impact on the outcomes. This study investigated the sensitivity of science achiev...

    Authors: Stephan Daus and Johan Braeken
    Citation: Large-scale Assessments in Education 2018 6:1
  32. The increasing availability of new technologies in an ever more digitalized world has gained momentum in practically all spheres of life, making technology-related skills a key competence not only in professio...

    Authors: Kerstin Drossel and Birgit Eickelmann
    Citation: Large-scale Assessments in Education 2017 5:19
  33. A potential problem of low-stakes large-scale assessments such as the Programme for the International Assessment of Adult Competencies (PIAAC) is low test-taking engagement. The present study pursued two goals...

    Authors: Frank Goldhammer, Thomas Martens and Oliver Lüdtke
    Citation: Large-scale Assessments in Education 2017 5:18

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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.