details
| Title |
Developments and methodological challenges in international large-scale assessments in education: an IEA perspective |
|---|---|
| Authors |
Meinck, Sabine;
Stancel-Piątak, Agnes Simona  ;
Hastedt, Dirk;
Sibberns, Heiko |
| Source | Tertium comparationis 23 (2017) 1, S. 92-112  |
| Document | full text (397 KB) |
| License of the document | In copyright |
| Keywords (German) | Bildungssystem; Bildungsmonitoring; Empirische Forschung; Schüler; Schülerleistung; Leistungsmessung; Internationaler Vergleich; Methodik; Methode; Datenanalyse; Datenerhebungstechnik; Anpassung; Entwicklung; Technologische Entwicklung; Technologiebasiertes Testen; Computerunterstütztes Verfahren; IEA <International Association for the Evaluation of Educational Achievement>; OECD <Organisation für wirtschaftliche Zusammenarbeit und Entwicklung> |
| sub-discipline | Intercultural and International Comparative Educational Research Empirical Educational Research |
| Document type | Article (journal) |
| ISSN | 0947-9732; 09479732 |
| Language | English |
| Year of creation | 2017 |
| review status | Peer-Reviewed |
| Abstract (English): | Ongoing societal and technological developments in education and changes in the global debate about education continue to promote the value of international large-scale assessments (ILSAs) in education. ILSAs are expanding their sphere of influence, evolving to cover novel target populations and subject domains. Advances in the methods and technology available to collect, scale, and analyze data present continuous methodological challenges, but also foster rapid developments of the methodological research and respective technology. Most ILSAs in education are now enforcing a transition to computer-based assessment. Recent research has suggested new approaches for addressing nonresponse, novel methods to improve measurement invariance evaluation, and explored innovative methodologies for statistical data analyses. This paper reflects on IEA's extensive experience of ILSA research to identify the most important contemporary challenges, contextualized by historical developments. The authors discuss these developments considering their potentials, drawing conclusions and giving recommendations on best practice. (DIPF/Orig.) |
| Abstract (German): | Die Autorinnen und die Autoren dieses Beitrags formulieren aus der Perspektive der International Association for the Evaluation of Educational Achievement (IEA) aktuelle Entwicklungen und methodische Herausforderungen im Kontext von international vergleichenden Schulleistungsuntersuchungen. (DIPF/Orig.) |
| other articles of this journal | Tertium comparationis Jahr: 2017 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 20.06.2022 |
| Citation | Meinck, Sabine; Stancel-Piątak, Agnes Simona; Hastedt, Dirk; Sibberns, Heiko: Developments and methodological challenges in international large-scale assessments in education: an IEA perspective - In: Tertium comparationis 23 (2017) 1, S. 92-112 - URN: urn:nbn:de:0111-pedocs-246742 - DOI: 10.25656/01:24674 |
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