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  1. Content type: Research

    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

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  2. Content type: Research

    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

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  3. Content type: Research

    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

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  4. Content type: Research

    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

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  5. Content type: Research

    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

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  6. Content type: Research

    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

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  7. Content type: Research

    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

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  8. Content type: Research

    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

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  9. Content type: Methodology

    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

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  10. Content type: Research

    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

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  11. Content type: Research

    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

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  12. Content type: Research

    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

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  13. Content type: Research

    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

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  14. Content type: Research

    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

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  15. Content type: Research

    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

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  16. Content type: Research

    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

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  17. Content type: Research

    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

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  18. Content type: Research

    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...

    Authors: Sabine Meinck and Michael C Rodriguez

    Citation: Large-scale Assessments in Education 2013 1:7

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  19. Content type: Research

    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 ...

    Authors: David Kaplan and Alyn Turner McCarty

    Citation: Large-scale Assessments in Education 2013 1:6

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  20. Content type: Research

    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

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  21. Content type: Research

    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...

    Authors: Ruth Zuzovsky

    Citation: Large-scale Assessments in Education 2013 1:2

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  22. Content type: Research

    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 ...

    Authors: Rolf Strietholt, Monica Rosén and Wilfried Bos

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

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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.