Opening the Black Box: Prospects for Using International Large-Scale Assessments to Explore Classroom Effects
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| Title: | Opening the Black Box: Prospects for Using International Large-Scale Assessments to Explore Classroom Effects |
|---|---|
| Language: | English |
| Authors: | Schmidt, William H., Burroughs, Nathan A. |
| Source: | Research in Comparative and International Education. 2013 8(3):236-247. |
| Availability: | Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/rcie |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Evaluative Information Analyses |
| Descriptors: | International Programs, Measurement, Educational Research, Cross Cultural Studies, Mathematics Education, Sampling, Educational Indicators, Equal Education, Differences, Track System (Education), Research Problems, Educational Assessment |
| Assessment and Survey Identifiers: | Program for International Student Assessment, Trends in International Mathematics and Science Study |
| DOI: | 10.2304/rcie.2013.8.3.236 |
| ISSN: | 1745-4999 |
| Abstract: | In this article, the authors review International Large-Scale Assessment (ILSA)-based research over the last several decades, with specific attention on cross-national analysis of mean differences between and variation within countries in mathematics education. They discuss the role of sampling design and "opportunity to learn" (OTL) indicators to assess the use of ILSAs in examining educational inequalities such as tracking and explore improvements in ILSAs' capacity for studying classroom-level differences in instructional content. |
| Abstractor: | As Provided |
| Number of References: | 67 |
| Entry Date: | 2014 |
| Accession Number: | EJ1018565 |
| Database: | ERIC |
| Abstract: | In this article, the authors review International Large-Scale Assessment (ILSA)-based research over the last several decades, with specific attention on cross-national analysis of mean differences between and variation within countries in mathematics education. They discuss the role of sampling design and "opportunity to learn" (OTL) indicators to assess the use of ILSAs in examining educational inequalities such as tracking and explore improvements in ILSAs' capacity for studying classroom-level differences in instructional content. |
|---|---|
| ISSN: | 1745-4999 |
| DOI: | 10.2304/rcie.2013.8.3.236 |
