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  1. 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
  2. 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
  3. 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
  4. 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
  5. 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
  6. 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
  7. 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
  8. 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
  9. 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
  10. 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
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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
  24. 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
  25. 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
  26. 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
  27. 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
  28. 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
  29. 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
  30. 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
  31. 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
  32. 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
  33. 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

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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.