The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research

Preface......Page 5
Table of Contents......Page 7
Contributors......Page 8
On the Growing Importance of International Large-Scale Assessments......Page 10
Large-Scale Assessments of Student Populations......Page 11
Large-Scale Assessments of Adults......Page 13
The Expanded Range of Large-Scale Assessments......Page 14
Evidence-Based Policy Information......Page 15
Perspectives on International Large-Scale Assessments......Page 16
References......Page 19
International Large-Scale Assessments as Change Agents......Page 21
Transparency as a Change Agent: A Think Model......Page 22
The Policy Impact of PISA......Page 25
Transmission......Page 30
Conclusion......Page 31
References......Page 32
Introduction......Page 33
Universal Design of Assessment......Page 34
The Role of Technology in National Large-Scale Assessments......Page 35
Instruction, Learning and Assessment via Computers......Page 36
US State Assessments......Page 37
Recent Developments in the United States......Page 38
US Department of Education (DOE)......Page 39
The Role of Technology in International Large-Scale Assessments (ILSAs)......Page 40
Organization for Economic Co-operation and Development (OECD)......Page 41
Program for the International Assessment of Adult Competencies (PIAAC)......Page 45
The International Association for the Evaluation of Educational Achievement (IEA)......Page 46
International Computer and Information Literacy Study (ICILS)—2013......Page 47
Conclusion......Page 48
Advantages......Page 49
Technological challenges......Page 50
References......Page 51
Introduction......Page 54
International Testing......Page 56
The Explosion of Studies......Page 60
Studies of the Determinants of Achievement......Page 61
The Studies of Outcomes......Page 63
Some Things to Be Addressed......Page 68
Some Measurement Issues......Page 69
Understanding Individual Economic Outcomes......Page 70
References......Page 71
Introduction......Page 73
The Test Score Image and Reality......Page 76
Employer Needs......Page 79
Cognitive or Noncognitive Effects......Page 80
Schools and Noncognitive Outcomes......Page 82
Schooling and Labor Market Effects......Page 84
Noncognitive Variables......Page 85
The Five-Factor Model......Page 86
Summary and Implications for Educational Assessments......Page 87
Next Steps......Page 89
References......Page 90
History of ILSAs and of IEA in Relation to Civic Education......Page 93
International Studies in Civic Education and Engagement......Page 95
Why and How the Civic Domain Is Important to ILSAs......Page 96
IEA’s Role in Civic Education......Page 97
Studies of Civic Education as Opportunities to Study Multiple Aspects of Student Outcomes......Page 100
Cognitive Diagnostic Models of Conceptual Knowledge and Skills......Page 101
Examining Countries’ Positions on Multiple Dimensions of Attitudes......Page 102
Person-Centered Approaches to Understanding Patterns of Civic Attitudes......Page 103
National and School Level Contexts in Relation to Civic Knowledge and Attitudes......Page 108
Classroom and School Contexts in Relation to Civic and Workplace Competencies......Page 110
Conclusions......Page 114
References......Page 117
The Role of International Assessments in Educational Policymaking and Effectiveness Research......Page 121
Limitations of Large-Scale Assessments as School Effectiveness Research Tools......Page 122
The Basic Model of School Effectiveness (CIPO-Model) and Instructional Quality......Page 126
Challenges to the EER Paradigm......Page 129
Comparing Value-Added Status, Growth, and Change Indicators for Schools: An Empirical Study......Page 132
How Can Educational Effectiveness Research Inform ILSAs? The PISA Design as an Example......Page 133
How ILSAs May Contribute to Our Knowledge of Educational Effectiveness and School Development......Page 136
ILSAs as a Means of Exploration and Hypothesis Generation: Findings from TIMSS and PISA......Page 137
ILSAs as a Means of Testing Hypotheses from EER: Findings from PISA......Page 138
ILSAs as a Means of Understanding the Systemic and Cultural Context of Education and How It Moderates EER Results: Findings from TALIS and PISA......Page 139
Longitudinal Design on the Individual Level: The German National Study on Language Learning, DESI......Page 142
Enhanced ILSA Designs Allow for Testing Organizational Change: Longitudinal Studies on the School Level—The German PISA School Panel......Page 147
Summary and Conclusion......Page 149
References......Page 150
Introduction......Page 154
ILSAs: Theory of Action......Page 156
Credibility and Relevance......Page 157
Role of Technology......Page 159
Informing Policy......Page 160
Looking Ahead......Page 162
Concluding Remarks......Page 164
References......Page 165