Technology and Assessment
The International Association for the Evaluation of Educational Achievement (IEA) is moving toward computer-based assessment (CBA) in all its internationally conducted large-scale assessment studies. This is motivated by multiple factors, such as the incl
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Hans Wagemaker Editor
Reliability and Validity of International LargeScale Assessment Understanding IEA’s Comparative Studies of Student Achievement
IEA Research for Education A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA) Volume 10
Series Editors Seamus Hegarty, Chair of IEA Publications and Editorial Committee, University of Warwick, UK Leslie Rutkowski, Indiana University, USA Editorial Board John Ainley, Australian Council for Educational Research, Australia Sarah Howie, Stellenbosch University, South Africa Eckhard Klieme, German Institute for International Educational Research (DIPF), Germany Rainer Lehmann, Humboldt University of Berlin, Germany Fou-Lai Lin, National Taiwan Normal University, Chinese Taipei Marlaine Lockheed, Princeton University, USA Sarah Maughan, AlphaPlus Consultancy, UK Maia Miminoshvili, President, Education Policy and Research Association (EPRA), Georgia Carina Omoeva, FHI 360, USA Elena Papanastasiou, University of Nicosia, Cyprus Valena White Plisko, Independent Consultant, USA David Rutkowski, Indiana University, USA Franck Salles, Ministère de l'Education nationale, France Andres Sandoval Hernandez, University of Bath, UK Jouni Välijärvi, University of Jyväskylä, Finland Hans Wagemaker, Senior Advisor to IEA, New Zealand
The International Association for the Evaluation of Educational Achievement (IEA) is an independent nongovernmental nonprofit cooperative of national research institutions and governmental research agencies that originated in Hamburg, Germany in 1958. For over 60 years, IEA has developed and conducted high-quality, large-scale comparative studies in education to support countries’ efforts to engage in national strategies for educational monitoring and improvement. IEA continues to promote capacity building and knowledge sharing to foster innovation and quality in education, proudly uniting more than 60 member institutions, with studies conducted in more than 100 countries worldwide. IEA’s comprehensive data provide an unparalleled longitudinal resource for researchers, and this series of in-depth peer-reviewed thematic reports can be used to shed light on critical questions concerning educational policies and educational research. The goal is to encourage international dialogue focusing on policy matters and technical evaluation procedures. The resulting debate integrates powerful conceptual frameworks, comprehensive datasets and rigorous analysis, thus enhancing understanding of diverse education systems worldwide.
More information about this series at http://www.springer.com/series/14293
Hans Wagemaker Editor
Reliability and Validity of International Large-Scale Assessment Understanding IEA’s Comparative Studies of Student Achievement
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Editor Hans Wagemaker Newlands, Wellington, New Zealand
ISSN 2366-1631 ISSN 2366-164X (electronic) IEA Research for Education ISBN 978-3-030-53080-8 ISBN 978-3-030-53081-5 (eBook) https://doi.org/10.1007/978-3-030-53081-5 © Internatio
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