An IEA-ETS Research Institute Journal
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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...
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...
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...
This paper examines the mediating role of parental literacy and numeracy involvement before the child entered school in the relationship between family socio-economic status (SES) and students’ interest in rea...
Beliefs about one’s own abilities and perspective-taking are essential for appropriate behavior in professional and social life, cooperative learning, and situations were conflict is occurring. The social comp...
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...
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...
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...
Effect size reporting is crucial for interpretation of applied research results and for conducting meta-analysis. However, clear guidelines for reporting effect size in multilevel models have not been provided...
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...
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...
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 ...
Ongoing interest in the relationships between family background and adult outcomes is motivated by concerns regarding the intergenerational transmission of advantage/disadvantage. Currently all countries are f...
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...
There is a growing literature providing evidence on the importance of non-cognitive skills for life outcomes. However, to date there is limited evidence on the gains from incorporating such measures into large...
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...
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...
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...
Previous studies have shown that there is a complex relationship between students’ computer and information literacy (CIL) and their use of information and communication technologies (ICT) for both recreationa...
Economists are making increasing use of measures of student achievement obtained through large-scale survey assessments such as NAEP, TIMSS, and PISA. The construction of these measures, employing plausible va...
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 ...
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 ...
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-...
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...
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...
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 ...
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...
Position effects may occur in both paper–pencil tests and computerized assessments when examinees respond to the same test items located in different positions on the test. To examine position effects in large...
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...
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...
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...
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 ...
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...
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...
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...
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...
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...
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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.