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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...
In the social sciences, estimating causal effects is particularly difficult. Gold standards are set by randomized experiments in many cases expensive, unenforceable for ethical and practical reasons. Recent re...
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...
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...
This study examines gender differences in the variability of student performance in reading, mathematics and science. Twelve databases from IEA and PISA were used to analyze gender differences within an intern...
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,...
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...
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...
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...
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...
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....
Large-scale survey assessments have been used for decades to monitor what students know and can do. Such assessments aim at providing group-level scores for various populations, with little or no consequence t...
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...
While existing evidence strongly suggests that immigrant students underperform relative to their native counterparts on measures of mathematics, science, and reading, country-level analyses assessing the homog...
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...
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...
Earlier studies using a double perspective (destination & origin) indicate that several macro-characteristics of both destination and origin countries affect the educational performance of migrant children. Th...
The PISA 2009 results for Ireland indicated a large decline in reading literacy scores since PISA 2000 (the largest of 38 countries). The decline in mathematics scores since PISA 2003 was the second largest of...
As the popularity of classroom observations has increased, they have been implemented in many longitudinal studies with large probability samples. Given the complexity of longitudinal measurements, there is a ...
The Teacher Education and Development Study in Mathematics (TEDS-M) of 2008 focused on how teachers are prepared to teach mathematics in primary and lower-secondary schools in 17 countries. The main results we...
In the context of international large scale assessments, it is often not feasible to implement a complete survey of all relevant populations. For example, the OECD Program for International Student Assessment ...
While rotated test booklets have been employed in large-scale assessments to increase the content coverage of the assessments, rotation has not yet been applied to the context questionnaires administered to re...
In this paper, we document a study that involved applying a multiple imputation technique with chained equations to data drawn from the 2007 iteration of the TIMSS database. More precisely, we imputed missing ...
This study explored the credibility of Swedish third-grade students’ self-assessments of their reading achievement by relating those assessments to two different criteria—teachers’ judgments and students’ read...
The association between frequent use of certain instructional practices in mathematics and science and learning outcomes in schools in low-, medium-, and high-achieving countries is the focus of this study. It...
Since the early days of international large-scale assessments, an overarching aim has been to use the world as an educational laboratory so countries can learn from one another and develop educational systems ...
Speed
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274 days from submission to acceptance
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1.601 - Source Normalized Impact per Paper (SNIP)
1.294 - SCImago Journal Rank (SJR)
3.7 - CiteScore
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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.