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An IEA-ETS Research Institute Journal

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Articles

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  1. 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...

    Authors: Matthew Gordon Ray Courtney, Daniel Hernández-Torrano, Mehmet Karakus and Neha Singh
    Citation: Large-scale Assessments in Education 2023 11:20
  2. 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...

    Authors: Darragh Flannery, Lorraine Gilleece and Jose G. Clavel
    Citation: Large-scale Assessments in Education 2023 11:19
  3. 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 ...

    Authors: Ji Zhou and Xinghua Wang
    Citation: Large-scale Assessments in Education 2023 11:17
  4. 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...

    Authors: Carolin Hahnel, Ulf Kroehne and Frank Goldhammer
    Citation: Large-scale Assessments in Education 2023 11:16
  5. 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...

    Authors: Yusuf Canbolat, David Rutkowski and Leslie Rutkowski
    Citation: Large-scale Assessments in Education 2023 11:13

    The Correction to this article has been published in Large-scale Assessments in Education 2023 11:15

  6. 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...

    Authors: Maria Eugénia Ferrão and Maria Teresa Gonzaga Alves
    Citation: Large-scale Assessments in Education 2023 11:12
  7. 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...

    Authors: Onur Ramazan, Robert William Danielson, Annick Rougee, Yuliya Ardasheva and Bruce W. Austin
    Citation: Large-scale Assessments in Education 2023 11:11
  8. 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...

    Authors: Melisa L. Diaz Lema, Lidia Rossi and Mara Soncin
    Citation: Large-scale Assessments in Education 2023 11:10
  9. 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 ...

    Authors: Scott Harrison, Ulf Kroehne, Frank Goldhammer, Oliver Lüdtke and Alexander Robitzsch
    Citation: Large-scale Assessments in Education 2023 11:8
  10. 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...

    Authors: Loreen Beier and Hans-Peter Blossfeld
    Citation: Large-scale Assessments in Education 2023 11:7
  11. 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...

    Authors: Alice Bertoletti, Federico Biagi, Giorgio Di Pietro and Zbigniew Karpiński
    Citation: Large-scale Assessments in Education 2023 11:6
  12. 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. ...

    Authors: Denise Reis Costa and Chia-Wen Chen
    Citation: Large-scale Assessments in Education 2023 11:5
  13. 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...

    Authors: Huan Kuang and Fusun Sahin
    Citation: Large-scale Assessments in Education 2023 11:4
  14. 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...

    Authors: Constanze Richters, Matthias Stadler, Anika Radkowitsch, Ralf Schmidmaier, Martin R. Fischer and Frank Fischer
    Citation: Large-scale Assessments in Education 2023 11:3
  15. 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...

    Authors: David Kaplan, Jianshen Chen, Weicong Lyu and Sinan Yavuz
    Citation: Large-scale Assessments in Education 2023 11:2
  16. 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...

    Authors: Jason C. Immekus, Tai-sun Jeong and Jin Eun Yoo
    Citation: Large-scale Assessments in Education 2022 10:30
  17. 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...

    Authors: Alec I. Kennedy, Ana María Mejía-Rodríguez and Andrés Strello
    Citation: Large-scale Assessments in Education 2022 10:29
  18. 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...

    Authors: Anna Scharl and Eva Zink
    Citation: Large-scale Assessments in Education 2022 10:28
  19. 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 ...

    Authors: Kaisa Leino, Kari Nissinen and Marjo Sirén
    Citation: Large-scale Assessments in Education 2022 10:25
  20. 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 ...

    Authors: Aditi Bhutoria and Nayyaf Aljabri
    Citation: Large-scale Assessments in Education 2022 10:24
  21. 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...

    Authors: Mahmoud A. A. Elsayed, Aidan Clerkin, Vasiliki Pitsia, Nayyaf Aljabri and Khaleel Al-Harbi
    Citation: Large-scale Assessments in Education 2022 10:23
  22. 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...

    Authors: Christoph Jindra, Karoline A. Sachse and Martin Hecht
    Citation: Large-scale Assessments in Education 2022 10:22
  23. 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...

    Authors: Michael G. Sciffer, Laura B. Perry and Andrew McConney
    Citation: Large-scale Assessments in Education 2022 10:21
  24. 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 ...

    Authors: W. Joshua Rew, Anabelle Andon and Thomas F. Luschei
    Citation: Large-scale Assessments in Education 2022 10:20
  25. 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...

    Authors: Jolien Delafontaine, Changsheng Chen, Jung Yeon Park and Wim Van den Noortgate
    Citation: Large-scale Assessments in Education 2022 10:19
  26. 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...

    Authors: Sean Joo, Usama Ali, Frederic Robin and Hyo Jeong Shin
    Citation: Large-scale Assessments in Education 2022 10:18

    The Correction to this article has been published in Large-scale Assessments in Education 2022 10:27

  27. While the relationship between school socioeconomic composition and student academic outcomes is well established, knowledge about differential effects is not extensive. In particular, little is known whether ...

    Authors: Laura B. Perry, Argun Saatcioglu and Roslyn Arlin Mickelson
    Citation: Large-scale Assessments in Education 2022 10:17
  28. The current study investigates school contextual effects on students’ academic self-concept and achievement, that is, peer socioeconomic effect and big-fish-little-pond effect (BFLPE), in four Nordic education...

    Authors: Kajsa Yang Hansen, Jeléna Radišić, Yi Ding and Xin Liu
    Citation: Large-scale Assessments in Education 2022 10:16
  29. Gaining knowledge of what contextual factors may contribute to changes in student achievement across cycles of international large-scale assessments (ILSA), is important for educational policy and practice. Ad...

    Authors: Trude Nilsen, Hege Kaarstein and Anne-Catherine Lehre
    Citation: Large-scale Assessments in Education 2022 10:15
  30. 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
  31. 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
  32. 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
  33. 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
  34. 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
  35. 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
  36. 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
  37. 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

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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.