Publication Date
In 2024 | 0 |
Since 2023 | 1 |
Since 2020 (last 5 years) | 2 |
Since 2015 (last 10 years) | 4 |
Since 2005 (last 20 years) | 4 |
Descriptor
Achievement Tests | 4 |
Foreign Countries | 4 |
Gender Differences | 4 |
International Assessment | 4 |
Secondary School Students | 4 |
Socioeconomic Status | 3 |
Academic Persistence | 1 |
Access to Education | 1 |
Confucianism | 1 |
Context Effect | 1 |
Cross Cultural Studies | 1 |
More ▼ |
Source
Assessment in Education:… | 4 |
Author
Becker, Michael | 1 |
Cai, Yuyang | 1 |
Frey, Andreas | 1 |
John Jerrim | 1 |
Nagengast, Benjamin | 1 |
Nagy, Gabriel | 1 |
Nikki Shure | 1 |
Philip D. Parker | 1 |
Rose, Norman | 1 |
Spaull, Nic | 1 |
Yang, Min | 1 |
More ▼ |
Publication Type
Journal Articles | 4 |
Reports - Research | 4 |
Education Level
Secondary Education | 4 |
Audience
Location
Australia | 1 |
Canada | 1 |
Germany | 1 |
Hong Kong | 1 |
Ireland | 1 |
New Zealand | 1 |
Turkey | 1 |
United Kingdom (England) | 1 |
United Kingdom (Northern… | 1 |
United Kingdom (Scotland) | 1 |
United Kingdom (Wales) | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Program for International… | 4 |
What Works Clearinghouse Rating
John 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
Cai, Yuyang; Yang, Min; Yao, Juanjuan – Assessment in Education: Principles, Policy & Practice, 2022
This study investigated the relationship between formative assessment and reading achievement in Hong Kong, a Confucian Heritage Culture (CHC) society. 4,837 Hong Kong students were surveyed in a nine-item questionnaire that was used as indicator variable of formative assessment strategies. The study used multi-group structural equation modelling…
Descriptors: Formative Evaluation, Evaluation Methods, Reading Achievement, Foreign Countries
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
Nagy, Gabriel; Nagengast, Benjamin; Frey, Andreas; Becker, Michael; Rose, Norman – Assessment in Education: Principles, Policy & Practice, 2019
Position effects (PE) cause decreasing probabilities of correct item responses towards the end of a test. We analysed PEs in science, mathematics and reading tests administered in the German extension to the PISA 2006 study with respect to their variability at the student- and school-level. PEs were strongest in reading and weakest in mathematics.…
Descriptors: Achievement Tests, Foreign Countries, Secondary School Students, International Assessment