An IEA-ETS Research Institute Journal
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A general validity and survey quality concern with student questionnaires under low-stakes assessment conditions is that some responders will not genuinely engage with the questionnaire, often with more random...
Emirati children’s reading skills have consistently lagged behind global standards on international standardized tests. Given the United Arab Emirates’s Vision 2031, which aims for a world-class education syst...
Process data are becoming more and more popular in education research. In the field of computer-based assessments of collaborative problem solving (ColPS), process data have been used to identify students’ tes...
Students with disabilities generally experience educational inequities around the world. The coronavirus 2019 (COVID-19) pandemic likely exacerbated these inequities in access, resources, and support as school...
This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and inte...
Unfavorable test-taking behaviors, such as speededness and disengagement, have long been a validity concern for large-scale low-stakes assessments. Understanding the presence and extent of such behaviors is im...
Research has shown that students from socially disadvantaged backgrounds are more likely to have lower academic performance compared to children from better-off families. However, the way that socioeconomic st...
Understanding the long-standing educational inequities associated with socioeconomic status remains significant for transforming educational policies and practices. To better understand entanglements among soc...
Written instructions seldom need to be read when playing videogames. Instead, gaming often involves early information foraging and expansive exploration behaviors. We use data from the Programme for Internatio...
Digital Information Literacy (DIL) refers to the ability to obtain, understand, evaluate, and use information in digital contexts. To accurately capture various dimensions of DIL, assessment designers have inc...
In low-stakes assessment settings, students’ performance is not only influenced by students’ ability level but also their test-taking engagement. In computerized adaptive tests (CATs), disengaged responses (e....
One major aim of international large-scale assessments (ILSA) like PISA is to monitor changes in student performance over time. To accomplish this task, a set of common items (i.e., link items) is repeatedly a...
A solid foundation in science is critical to students’ success in the 21st century workforce, especially in fields related to science, technology, engineering, and mathematics (STEM). Therefore, high-quality s...
The Programme for International Student Assessment (PISA) has become the world’s largest comparative assessment of academic achievement. While hundreds of studies have examined the factors predicting student a...
The COVID-19 pandemic brought immense challenges to global society. The entire social and work life had to be reorganized to accommodate for the restrictions imposed to limit the spread of COVID-19. These rest...
The advance and access to technology have allowed for the implementation of adaptive testing in international large-scale assessments (ILSAs). Multistage testing (MST) in ILSAs offers opportunities and advanta...
One of the primary goals of educational research is to identify effective and equitable school practices that aim to promote desired educational outcomes for all students, regardless of their background. This ...
Much debate exists concerning the factorial dimensionality of student well-being. We contribute to this debate by drawing on PISA 2018 data from a total of 61,722 students, 2528 schools, and nine countries. Fo...
The existence of a multiplier, compositional or social context effect is debated extensively in the literature on school effectiveness and also relates to the wider issue of equity in educational outcomes. How...
This study explored the influence of early literacy and numeracy skills on fourth-grade math achievement using the Trends in International Mathematics and Science Study (TIMSS). The study utilized valuable inf...
The influence of achievement motives and relational goal structures embedded in schools on learning outcomes as well as their interaction has attracted much attention in educational research. In the secondary ...
A priori assumptions about specific behavior in test items can be used to process log data in a rule-based fashion to identify the behavior of interest. In this study, we demonstrate such a top-down approach a...
The original article was published in Large-scale Assessments in Education 2023 11:13
In low-income countries, there exists a common concern about the effect of hunger and food insecurity on educational outcomes. However, income inequalities, economic slowdown, conflict, and climate change have...
The Correction to this article has been published in Large-scale Assessments in Education 2023 11:15
This article aims at a better understanding of the Brazilian education system’s performance concerning the quality and equity over the decade 2007–2017. It examines the extent to which students’ sociodemograph...
Grounded in ecological theory, this study investigated relative contributions of perceived classroom and school climate variables to mathematics self-concept and achievement of English-at-home and English lear...
The Covid-19 pandemic coerced the closure of most schools around the world and forced teachers and students to change teaching and learning methods. Emergency Remote Teaching (ERT) generated consequences to te...
Understanding the cognitive processes, skills and strategies that examinees use in testing is important for construct validity and score interpretability. Although response processes evidence has long been inc...
Mode effects, the variations in item and scale properties attributed to the mode of test administration (paper vs. computer), have stimulated research around test equivalence and trend estimation in PISA. The ...
While gender differences in mathematical competencies favoring boys are well researched for school and late Kindergarten age, much less is known about their earlier development. Using data from the NEPS Newbor...
This paper investigates how the COVID-19 school closure has affected the gender gap in grade-8 students' performance and what are the drivers behind this. By analysing four different countries (i.e., the Russi...
Given the ongoing development of computer-based tasks, there has been increasing interest in modelling students’ behaviour indicators from log file data with contextual variables collected via questionnaires. ...
Examinees may not make enough effort when responding to test items if the assessment has no consequence for them. These disengaged responses can be problematic in low-stakes, large-scale assessments because th...
Making accurate diagnoses in teams requires complex collaborative diagnostic reasoning skills, which require extensive training. In this study, we investigated broad content-independent behavioral indicators o...
The purpose of this paper is to extend and evaluate methods of Bayesian historical borrowing applied to longitudinal data with a focus on parameter recovery and predictive performance. Bayesian historical borrowi...
The large-scale International Computer and Information Literacy Study (2018) has an interesting finding concerning Luxembourg teachers. Luxembourg has one of the highest reported level of technology-related re...
Large-scale international studies offer researchers a rich source of data to examine the relationship among variables. Machine learning embodies a range of flexible statistical procedures to identify key indic...
Remote learning, or synchronous or asynchronous instruction provided to students outside the classroom, was a common strategy used by schools to ensure learning continuity for their students when many school b...
Educational large-scale assessments (LSAs) often provide plausible values for the administered competence tests to facilitate the estimation of population effects. This requires the specification of a backgrou...
The original article was published in Large-scale Assessments in Education 2022 10:18
In educational and psychological research, it is common to use latent factors to represent constructs and then to examine covariate effects on these latent factors. Using empirical data, this study applied thr...
Progress in International Reading Literacy Study (PIRLS) focuses on the reading proficiency of students mostly in the fourth year of schooling. A wide selection of studies has shown that family background and ...
School-level inefficiencies and mismanagement can have serious repercussions for human resource development and labor market outcomes. This paper investigates the extent and consequences of existing technical ...
Boys in the Kingdom of Saudi Arabia consistently and significantly underperform compared to girls across different grades and subjects, forming one of the largest gender gaps in student achievement in the worl...
Reading and math proficiency are assumed to be crucial for the development of other academic skills. Further, different studies found reading and math development to be related. We contribute to the literature...
This study examines the effect of school socioeconomic composition on student achievement growth in Australian schooling, and its relationship with academic composition utilising the National Assessment Progra...
We examine the sensitivity of the Heyneman-Loxley Effect to the influence of an error-prone family background measure in 15 education systems from Southern and Eastern Africa. Our aim is to revisit a claim by ...
In cognitive diagnosis assessment (CDA), the impact of misspecified item-attribute relations (or “Q-matrix”) designed by subject-matter experts has been a great challenge to real-world applications. This study...
We investigated the potential impact of differential item functioning (DIF) on group-level mean and standard deviation estimates using empirical and simulated data in the context of large-scale assessment. For...
The Correction to this article has been published in Large-scale Assessments in Education 2022 10:27
2022 Citation Impact
3.1 - 2-year Impact Factor
4.0 - 5-year Impact Factor
1.623 - SNIP (Source Normalized Impact per Paper)
0.996 - SJR (SCImago Journal Rank)
2022 Speed
13 days submission to first editorial decision for all manuscripts (Median)
243 days submission to accept (Median)
2022 Usage
251,520 downloads
679 Altmetric mentions
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.