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ERIC Number: EJ1167485
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0969-594X
Improving International Assessment through Evaluation
Rutkowski, David
Assessment in Education: Principles, Policy & Practice, v25 n1 p127-136 2018
In this article I advocate for a new discussion in the field of international large-scale assessments; one that calls for a reexamination of international large-scale assessments (ILSAs) and their use. Expanding on the high-quality work in this special issue I focus on three inherent limitations to international large-scale assessments noted by authors in this special issue. The first limitation has to do with the quality of background questionnaires; the second, has to do with measuring trend over time; and the third emphasizes the thorny issue of making causal claims with cross-sectional ILSA data. Following this discussion, and drawing on Scriven's "higher level" Meta-evaluation Checklist, I outline how national participation in a meta-evaluation of ILSAs may assist study administrators and ILSA users in creating data that better fits the needs of a complex and diverse set of participants.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study; Program for International Student Assessment
Grant or Contract Numbers: N/A