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Yildirim, Hüseyin H. – Educational Assessment, Evaluation and Accountability, 2021
From a sociocognitive perspective, item parameters in a test represent regularities in examinees' item responses. These regularities are originated from shared experiences among individuals in interacting with their environment. Theories explaining the relationship between culture and cognition also acknowledge these shared experiences as the…
Descriptors: Educational Assessment, Test Items, Item Response Theory, Psychometrics
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Anders, Jake; Has, Silvan; Jerrim, John; Shure, Nikki; Zieger, Laura – Educational Assessment, Evaluation and Accountability, 2021
The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national comparisons to be meaningful, the participating students must be representative of the target population. In this paper, we consider whether this is the case for Canada, a country widely recognised as high performing…
Descriptors: Foreign Countries, Comparative Education, International Assessment, Achievement Tests
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Glassow, Leah Natasha; Rolfe, Victoria; Hansen, Kajsa Yang – Educational Assessment, Evaluation and Accountability, 2021
Research related to the "teacher characteristics" dimension of teacher quality has proven inconclusive and weakly related to student success, and addressing the teaching contexts may be crucial for furthering this line of inquiry. International large-scale assessments are well positioned to undertake such questions due to their…
Descriptors: Teacher Characteristics, Teacher Effectiveness, Achievement Tests, Foreign Countries
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Christiansen, Andrés; Janssen, Rianne – Educational Assessment, Evaluation and Accountability, 2021
In contrast with the assumptions made in standard measurement models used in large-scale assessments, students' performance may change during the test administration. This change can be modeled as a function of item position in case of a test booklet design with item-order manipulations. The present study used an explanatory item response theory…
Descriptors: Foreign Countries, Surveys, Measures (Individuals), Language Skills
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Strello, Andrés; Strietholt, Rolf; Steinmann, Isa; Siepmann, Charlotte – Educational Assessment, Evaluation and Accountability, 2021
Research to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A possible explanation is that different studies used different data, focused on different domains, and employed different measures of inequality. To address this issue, we used all accumulated data collected in the…
Descriptors: Academic Achievement, Ability Grouping, Equal Education, Outcome Measures
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Gladushyna, Olesya; Strietholt, Rolf; Steinmann, Isa – Educational Assessment, Evaluation and Accountability, 2021
The paper uses data from the combined TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) assessment in 2011 to explore the subject-specific strengths and weaknesses among fourth grade students worldwide. Previous research came to the conclusion that students only differed in…
Descriptors: Academic Achievement, Mathematics Achievement, Science Achievement, Reading Achievement
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Ye, Wangqiong; Strietholt, Rolf; Blömeke, Sigrid – Educational Assessment, Evaluation and Accountability, 2021
Academic resilience refers to students' capacity to perform highly despite a disadvantaged background. Although most studies using international large-scale assessment (ILSA) data defined academic resilience with two criteria, student background and achievement, their conceptualizations and operationalizations varied substantially. In a systematic…
Descriptors: Resilience (Psychology), Norms, Validity, International Assessment
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Majoros, Erika; Rosén, Monica; Johansson, Stefan; Gustafsson, Jan-Eric – Educational Assessment, Evaluation and Accountability, 2021
International comparative assessments of student achievement are constructed to assess country-level differences and change over time. A coherent understanding of the international trends in educational outcomes is strongly needed as suggested by numerous previous studies. Investigating these trends requires long-term analysis, as substantial…
Descriptors: Educational Trends, International Assessment, Foreign Countries, Comparative Education
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Cuellar, Edwin; Partchev, Ivailo; Zwitser, Robert; Bechger, Timo – Educational Assessment, Evaluation and Accountability, 2021
International large-scale assessment in education aims to compare educational achievement across many countries. Differences between countries in language, culture, and education give rise to differential item functioning (DIF). For many decades, DIF has been regarded as a nuisance and a threat to validity. In this paper, we take a different…
Descriptors: International Assessment, Academic Achievement, Test Bias, Achievement Tests
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Van der Kleij, Fabienne M.; Lipnevich, Anastasiya A. – Educational Assessment, Evaluation and Accountability, 2021
The potential of feedback to enhance students' performance on a task, strategies, or learning has long been recognized in the literature. However, feedback needs to be utilized by a learner to realize its potential. Hence, examining student perceptions of feedback and their links to effective uptake of feedback has been the focus of much recent…
Descriptors: Student Attitudes, Student Evaluation, Feedback (Response), Literature Reviews
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Lai, Chien-Hung; Jong, Bin-Shyan; Hsia, Yen-Teh; Lin, Tsong-Wuu – Educational Assessment, Evaluation and Accountability, 2021
Association questions (AQs) are a novel form of multiple-choice questions (MCQs). To answer an AQ, learners must recall the concepts denoted by the given terms, affirm their connections, and then select the term with a denotation that is "less connected" with other concepts. This research hypothesizes that the use of AQ tests for…
Descriptors: Multiple Choice Tests, Retention (Psychology), Recall (Psychology), Associative Learning
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Aderet-German, Tali – Educational Assessment, Evaluation and Accountability, 2021
This paper examines staff's enactment and perceptions of a continuous independent school self-evaluation (SSE) process implemented at a semi-private school network for the past decade. In light of research arguing SSE was perceived and used primarily as a self-inspection or self-regulation tool emphasizing accountability goals; this case suggests…
Descriptors: Private Schools, Self Evaluation (Groups), Educational Improvement, Accountability
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Meyers, Coby V.; Wronowski, Meredith L.; VanGronigen, Bryan A. – Educational Assessment, Evaluation and Accountability, 2021
School improvement research has insufficiently considered the importance of intervening in schools with declining academic performance. Fields such as engineering and medicine have prioritized predicting decline to save structures or patients before they are in peril. Unfortunately, in education, school improvement policies and interventions are…
Descriptors: Identification, Educational Improvement, Academic Achievement, Predictor Variables
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Schelling, Natalie; Rubenstein, Lisa DaVia – Educational Assessment, Evaluation and Accountability, 2021
Data-driven decision-making (DDDM) refers to the process of using data to inform educational decisions. Due to DDDM's positive effects on student achievement and the pressure for educational accountability, DDDM has become a recent focus of numerous educational policies. However, few teachers fully utilize DDDM. While, broadly, DDDM may use…
Descriptors: Elementary School Teachers, Teacher Attitudes, Data Use, Decision Making
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Quintelier, Amy; De Maeyer, Sven; Vanhoof, Jan – Educational Assessment, Evaluation and Accountability, 2020
Feedback acceptance and use are often seen as requirements for teacher change after a school inspection. Non-educational research, however, points to the role of feedback recipients' willingness to use the feedback received as an intermediate phase between their acceptance and use of the feedback. It also postulates the importance of a recipient's…
Descriptors: Feedback (Response), Observation, Elementary School Teachers, Foreign Countries
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