Titlebook: International Handbook of Comparative Large-Scale Studies in Education; Perspectives, Method Trude Nilsen,Agnes Stancel-Pi?tak,Jan-Eric Gus

Amylase

Comprehensive Frameworks of School Learning in ILSAs,ning, teaching, and student outcomes from various education systems in order to identify possible factors and areas for improvements on different levels and with different perspectives. Although ILSAs differ in their specific research and policy focus, the overall study designs rely on a common unde

Scintillations

蟄伏

Cross-Cultural Comparability of Latent Constructs in ILSAs,SA questionnaires. We present the aim and scope of statistical approaches to analyze cross-cultural comparability in four parts. We first introduce the framework of bias and equivalence to guide the methodological considerations for valid cross-cultural comparisons. We then review the practice of co

觀察

Designing Measurement for All Students in ILSAs,-income countries performing significantly lower than their wealthier peers. This diversity has brought with it a number of challenges for the testing organizations. Specifically, can one assessment provide valid and reliable results for high-, medium-, and low-performing systems? In this chapter, w

保守

Digital Competences: Computer and Information Literacy and Computational Thinking,nternational large-scale assessments. Digital competence can be conceived as an overarching concept that includes ICT literacy (or computer and information literacy) and computational thinking. This chapter will outline the conceptual background as well as the history of developing studies assessing

萬(wàn)花筒

Dilemmas in Developing Context Questionnaires for International Large-Scale Assessments,res, and questionnaires are also completed by the students’ parents, teachers, and principals. Designing these context questionnaires involves balancing a number of competing goals as well as balancing stakeholders’ interests. Key measurement decisions include deciding whether to measure educational

薄膜

irritation

Educational Accountability and the Role of International Large-Scale Assessments,ctions, including education systems, have grown. As a result, educational evidence-based policymaking and outcomes-based accountability have emerged in recent decades as global phenomena. Evidence-based policymaking is the use of information, such as program effectiveness or differential achievement

conformity

,Extending International Large-Scale Assessment Instruments to National Needs: Germany’s Approach tover time. At the same time, they are unique data-sets for the research community in many countries and also fulfill the need to meet specific national expectations of educational monitoring. However, their cross-sectional design, international standardization, and time constraints – with regard to b

Brain-Waves

Extending the ILSA Study Design to a Longitudinal Design,Mathematics And Science Study) & PIRLS (Progress in International Reading Literacy Study) in the Czech Republic carried out within the Czech Longitudinal Study in Education (CLoSE) with the aim of studying the transition from primary school to the long academic track (called “multi-year gymnasium”).