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ERIC Number: EJ816554
Record Type: Journal
Publication Date: 2008-Nov
Pages: 5
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0969-594X
International Comparisons and Sensitivity to Instruction
Wiliam, Dylan
Assessment in Education: Principles, Policy & Practice, v15 n3 p253-257 Nov 2008
While international comparisons such as those provided by PISA may be meaningful in terms of overall judgements about the performance of educational systems, caution is needed in terms of more fine-grained judgements. In particular it is argued that the results of PISA to draw conclusions about the quality of instruction in different systems is affected by the fact that assessments used in PISA are, like all standardised assessments, relatively insensitive to the effects of high-quality instruction, for three reasons. First, the rate of progress of individuals is small when compared with the range of achievement within an age cohort. Second, the standard methods of test construction tend to remove items that show high sensitivity to instruction. Third, the use within PISA of differential item functioning to identify and exclude items that are not comparable across languages results in further reduction of the sensitivity of the assessments to instruction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment