Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 3 |
Since 2015 (last 10 years) | 5 |
Since 2005 (last 20 years) | 5 |
Descriptor
Achievement Tests | 5 |
International Assessment | 5 |
Mathematics Tests | 5 |
Foreign Countries | 4 |
Reading Tests | 4 |
Science Tests | 4 |
Secondary School Students | 4 |
Item Response Theory | 3 |
Test Items | 3 |
Mathematics Achievement | 2 |
Accountability | 1 |
More ▼ |
Source
Assessment in Education:… | 5 |
Author
Arthur, David | 1 |
Becker, Michael | 1 |
Braeken, Johan | 1 |
Chang, Hua-Hua | 1 |
Chen, Henry | 1 |
Davis, Scott | 1 |
Frey, Andreas | 1 |
Jeantheau, Jean-Pierre | 1 |
Johnson, Sandra | 1 |
Kandathil, Mat | 1 |
Khorramdel, Lale | 1 |
More ▼ |
Publication Type
Journal Articles | 5 |
Reports - Research | 4 |
Reports - Descriptive | 1 |
Education Level
Secondary Education | 5 |
Elementary Education | 2 |
Elementary Secondary Education | 2 |
Grade 4 | 1 |
Grade 8 | 1 |
Intermediate Grades | 1 |
Junior High Schools | 1 |
Middle Schools | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
Program for International… | 4 |
Trends in International… | 2 |
Progress in International… | 1 |
What Works Clearinghouse Rating
Marcq, Kseniia; Braeken, Johan – Assessment in Education: Principles, Policy & Practice, 2022
Communication of International Large-Scale Assessment (ILSA) results is dominated by reporting average country achievement scores that conceal individual differences between pupils, schools, and items. Educational research primarily focuses on examining differences between pupils and schools, while differences between items are overlooked. Using a…
Descriptors: Foreign Countries, International Assessment, Achievement Tests, Secondary School Students
Wu, Xiaopeng; Wu, Rongxiu; Zhang, Yi; Arthur, David; Chang, Hua-Hua – Assessment in Education: Principles, Policy & Practice, 2021
Learning path and learning progression have received extensive attention from broad disciplines. The existing research In the field of learning path is rarely applied in curriculum learning and teaching. Learning progression is usually constructed through observations, interviews but not quantitative analyses. With 726 Grade 8 students'…
Descriptors: Cognitive Measurement, Mathematics Skills, Learning Processes, Sequential Approach
Jeantheau, Jean-Pierre; Johnson, Sandra – Assessment in Education: Principles, Policy & Practice, 2020
The last two decades have seen fast-moving and wholescale changes in the ways that education is now provided in French schools, in the nature of learner assessment, and in the form and scale of system evaluation. Innovation and reform have in part followed international trends, themselves triggered by the global impact of the international…
Descriptors: Educational Change, Student Evaluation, Evaluation Methods, Economic Factors
von Davier, Matthias; Yamamoto, Kentaro; Shin, Hyo Jeong; Chen, Henry; Khorramdel, Lale; Weeks, Jon; Davis, Scott; Kong, Nan; Kandathil, Mat – Assessment in Education: Principles, Policy & Practice, 2019
Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The…
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