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Direct linkJohn Jerrim; Philip D. Parker; Nikki Shure – Assessment in Education: Principles, Policy & Practice, 2023
This paper investigates the phenomena of overclaiming -- the propensity for individuals to claim more knowledge about an issue or topic than they really (or could possibly) do. Using Programme for International Student Assessment (PISA) data from nine Anglophone countries and over 40,000 young people, we examine teenagers' propensity to claim…
Descriptors: International Assessment, Foreign Countries, Secondary School Students, Achievement Tests
Yan, Zi; King, Ronnel B.; Haw, Joseph Y. – Assessment in Education: Principles, Policy & Practice, 2021
Both formative assessment and growth mindset scholars aim to understand how to enhance achievement. While research on formative assessment focuses on external teaching practices, work on growth mindset emphasises internal psychological processes. This study examined the interplay between three formative assessment strategies (i.e. sharing learning…
Descriptors: Formative Evaluation, Intelligence, Beliefs, Achievement Tests
Rutkowski, Leslie; Rutkowski, David; Liaw, Yuan-Ling – Assessment in Education: Principles, Policy & Practice, 2019
Modern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems.…
Descriptors: International Assessment, Secondary School Students, Foreign Countries, Achievement Tests
