ERIC Number: EJ1167485
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: N/A
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.
Descriptors: Grade 4, Foreign Countries, Achievement Tests, Reading Achievement, Reading Tests, International Assessment, Mathematics Achievement, Elementary Secondary Education, Mathematics Tests, Science Tests, Science Achievement, Educational Quality, Questionnaires, Trend Analysis, Educational Trends, Educational Policy, Check Lists, Evaluation Methods, Educational Assessment, Validity, Credibility, Readability, Ethics, Cost Effectiveness, Secondary School Students
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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