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Articles

Page 4 of 5

  1. 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
  2. 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
  3. 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
  4. 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...

    Authors: Jeppe Bundsgaard and Julia Gerick
    Citation: Large-scale Assessments in Education 2017 5:16
  5. 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
  6. 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
  7. 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
  8. 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
  9. 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
  10. 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
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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
  24. 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
  25. 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
  26. 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
  27. 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
  28. 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
  29. 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
  30. 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
  31. 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
  32. 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
  33. 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
  34. 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
  35. 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
  36. 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
  37. 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
  38. 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
  39. 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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Large-scale Assessments in Education is fully sponsored by IERI – International Educational Research Institute, 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.