International Large-Scale Assessments: Challenges in Reporting and Potentials for Secondary Analysis

Autor/inn/en	Torney-Purta, Judith; Amadeo, Jo-Ann
Titel	International Large-Scale Assessments: Challenges in Reporting and Potentials for Secondary Analysis
Quelle	In: Research in Comparative and International Education, 8 (2013) 3, S.248-258 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2013.8.3.248
Schlagwörter	International Programs; Measurement; Educational Assessment; Test Use; Test Validity; Data Analysis; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Messverfahren; Education; assessment; Bewertungssystem; Testanwendung; Testvalidität; Auswertung
Abstract	International Large-Scale Assessments (ILSAs) have been used to draw comparisons among countries on a variety of topics in education and, more broadly, for example, in adolescent development. These assessments can inform the public about influential factors on the micro and macro levels, foster interdisciplinary and international collaboration, and provide important data for studying the context and processes of education and development. In short, their potential is great. However, there are also challenges, in particular with the validity of using country rankings to estimate educational achievement of students within countries and the unintended consequences of this use. Promising directions for analysis and reporting are identified in this article--including secondary analysis informed by a conceptual framework that focuses on the context and processes of education. Examples of secondary analysis using data from an ILSA in civic education are given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10