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Direct linkAddey, Camilla; Maddox, Bryan; Zumbo, Bruno D. – Assessment in Education: Principles, Policy & Practice, 2020
Drawing on Kane's argument-based approach to validity and Toulmin's later work on cosmopolitanism and diversity, this paper asks whose validity arguments and evidence are being presented in International Large-Scale Assessments (ILSAs), where and when. With a case study of the OECD's PISA for Development, we demonstrate that validity arguments are…
Descriptors: International Assessment, Validity, Evidence, Persuasive Discourse
Spaull, Nic – Assessment in Education: Principles, Policy & Practice, 2019
New evidence presented in this paper shows that existing accounts of Programme for International Student Assessment (PISA) in developing countries underestimate both progress and inequality because they do not take into account the large proportion of 15-16-year olds who are ineligible for the PISA sampling frame, primarily due to dropout or…
Descriptors: Achievement Tests, Foreign Countries, Secondary School Students, International Assessment
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
