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  1. In Ireland, while, on average, students have performed well on national and international assessments of mathematics and science, the low proportions of high achievers in these subjects are noteworthy. Given t...

    Authors: Vasiliki Pitsia
    Citation: Large-scale Assessments in Education 2022 10:14
  2. The prerequisite for meaningful comparisons of educational inequality indicators across immigration status is the comparability of socioeconomic status (SES) measures. The Programme for International Student A...

    Authors: Oleksandra Mittal, Ronny Scherer and Trude Nilsen
    Citation: Large-scale Assessments in Education 2022 10:13
  3. Teacher-student interactions are crucial in understanding the role of a supportive climate in instructional practices. The present study investigates the perceptions of 15-year-old Nordic students regarding fo...

    Authors: Anubha Rohatgi, Ove E. Hatlevik and Julius K. Björnsson
    Citation: Large-scale Assessments in Education 2022 10:12
  4. A variety of studies point to a deterioration of educational equity in Sweden and increasing school segregation with respect to achievement and socioeconomic composition. Some schools are resilient to socioeco...

    Authors: Deborah Elin Siebecke and Maria Jarl
    Citation: Large-scale Assessments in Education 2022 10:11
  5. This paper examines the overarching question of to what extent different analytic choices may influence the inference about country-specific cross-sectional and trend estimates in international large-scale ass...

    Authors: Jörg-Henrik Heine and Alexander Robitzsch
    Citation: Large-scale Assessments in Education 2022 10:10
  6. This study analyzed the latest four PISA surveys, 2009, 2012, 2015, and 2018, to explore the association between students’ ICT-related use and math and science performance. Using ICT Engagement Theory as a the...

    Authors: Matthew Courtney, Mehmet Karakus, Zara Ersozlu and Kaidar Nurumov
    Citation: Large-scale Assessments in Education 2022 10:8
  7. When scaling psychological tests with methods of item response theory it is necessary to investigate to what extent the responses correspond to the model predictions. In addition to the statistical evaluation ...

    Authors: Katharina Fährmann, Carmen Köhler, Johannes Hartig and Jörg-Henrik Heine
    Citation: Large-scale Assessments in Education 2022 10:7
  8. One major challenge of longitudinal data analysis is to find an appropriate statistical model that corresponds to the theory of change and the research questions at hand. In the present article, we argue that con...

    Authors: Julian F. Lohmann, Steffen Zitzmann, Manuel C. Voelkle and Martin Hecht
    Citation: Large-scale Assessments in Education 2022 10:5
  9. 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...

    Authors: Takashi Yamashita, Thomas J. Smith, Shalini Sahoo and Phyllis A. Cummins
    Citation: Large-scale Assessments in Education 2022 10:1
  10. 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...

    Authors: Damian Murchan and Fazilat Siddiq
    Citation: Large-scale Assessments in Education 2021 9:25
  11. 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...

    Authors: Gintautas Silinskas, Arto K. Ahonen and Terhi-Anna Wilska
    Citation: Large-scale Assessments in Education 2021 9:24
  12. 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...

    Authors: Theresa Rohm, Claus H. Carstensen, Luise Fischer and Timo Gnambs
    Citation: Large-scale Assessments in Education 2021 9:23
  13. 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...

    Authors: Ekber Tomul, Emine Önder and Erdal Taslidere
    Citation: Large-scale Assessments in Education 2021 9:22
  14. 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...

    Authors: Plamen V. Mirazchiyski
    Citation: Large-scale Assessments in Education 2021 9:21
  15. 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...

    Authors: Frank Goldhammer, Carolin Hahnel, Ulf Kroehne and Fabian Zehner
    Citation: Large-scale Assessments in Education 2021 9:20
  16. 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...

    Authors: Joseph A. Rios and Jiayi Deng
    Citation: Large-scale Assessments in Education 2021 9:18
  17. 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...

    Authors: Daniel Hernández-Torrano and Matthew G. R. Courtney
    Citation: Large-scale Assessments in Education 2021 9:17
  18. 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...

    Authors: Silvia Salchegger, Christina Wallner-Paschon and Christian Bertsch
    Citation: Large-scale Assessments in Education 2021 9:14
  19. 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...

    Authors: Maha Mohamed Abdulla Balala, Shaljan Areepattamannil and Dean Cairns
    Citation: Large-scale Assessments in Education 2021 9:13
  20. An amendment to this paper has been published and can be accessed via the original article.

    Authors: Anastasios Karakolidis, Alice Duggan, Gerry Shiel and Joanne Kiniry
    Citation: Large-scale Assessments in Education 2021 9:11

    The original article was published in Large-scale Assessments in Education 2021 9:5

  21. 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...

    Authors: Elodie Pools and Christian Monseur
    Citation: Large-scale Assessments in Education 2021 9:10
  22. 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
  23. 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
  24. 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
  25. 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

  26. 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
  27. 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
  28. 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
  29. 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
  30. 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
  31. 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
  32. 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
  33. 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
  34. 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
  35. 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

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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.