TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments
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| Title: | TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments |
|---|---|
| Language: | English |
| Authors: | Martin, Michael O., Mullis, Ina V. S. |
| Source: | Journal of Educational and Behavioral Statistics. Dec 2019 44(6):752-781. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Achievement Tests, International Assessment, Mathematics Tests, Science Achievement, Mathematics Achievement, Elementary Secondary Education, Science Tests, Foreign Countries, Item Sampling, Item Response Theory, National Competency Tests, Trend Analysis, Scaling, Sampling, Error of Measurement, Benchmarking, Educational Environment, Questionnaires |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study, National Assessment of Educational Progress |
| DOI: | 10.3102/1076998619882030 |
| ISSN: | 1076-9986 |
| Abstract: | International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement's Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development's Program for International Student Assessment that have come to prominence over the past 25 years owe a great deal in methodological terms to pioneering work by National Assessment of Educational Progress (NAEP). Using TIMSS as an example, this article describes how a number of core techniques, such as matrix sampling, student population sampling, item response theory scaling with population modeling, and resampling methods for variance estimation, have been adapted and implemented in an international context and are fundamental to the international assessment effort. In addition to the methodological contributions of NAEP, this article illustrates how the large-scale international assessments go beyond measuring student achievement by representing important aspects of community, home, school, and classroom contexts in ways that can be used to address issues of importance to researchers and policymakers. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1234009 |
| Database: | ERIC |
| Abstract: | International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement's Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development's Program for International Student Assessment that have come to prominence over the past 25 years owe a great deal in methodological terms to pioneering work by National Assessment of Educational Progress (NAEP). Using TIMSS as an example, this article describes how a number of core techniques, such as matrix sampling, student population sampling, item response theory scaling with population modeling, and resampling methods for variance estimation, have been adapted and implemented in an international context and are fundamental to the international assessment effort. In addition to the methodological contributions of NAEP, this article illustrates how the large-scale international assessments go beyond measuring student achievement by representing important aspects of community, home, school, and classroom contexts in ways that can be used to address issues of importance to researchers and policymakers. |
|---|---|
| ISSN: | 1076-9986 |
| DOI: | 10.3102/1076998619882030 |
