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ERIC Number: EJ839759
Record Type: Journal
Publication Date: 2009-Jun
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3123
Large-Scale Assessment of Change in Student Achievement: Dutch Primary School Students' Results on Written Division in 1997 and 2004 as an Example
van den Heuvel-Panhuizen, Marja; Robitzsch, Alexander; Treffers, Adri; Koller, Olaf
Psychometrika, v74 n2 p351-365 Jun 2009
This article discusses large-scale assessment of change in student achievement and takes the study by Hickendorff, Heiser, Van Putten, and Verhelst (2009) as an example. This study compared the achievement of students in the Netherlands in 1997 and 2004 on written division problems. Based on this comparison, they claim that there is a performance decline in this subdomain of mathematics, and that there is a move from applying the digit-based long division algorithm to a less accurate way of working without writing down anything. In our discussion of this study, we address methodological challenges that come in when investigating long-term trends in student achievements, such as the need for adequate operationalizations, the influence of the time of measurement and the necessity of the comparability of assessments, the effect of the assessment format, and the importance of inclusion relevant covariates in item response models. All these issues matter when assessing change in student achievement.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands