Titlebook: International Handbook of Comparative Large-Scale Studies in Education; Perspectives, Method Trude Nilsen,Agnes Stancel-Piątak,Jan-Eric Gus

BAIL

侵略

Reasons for Participation in International Large-Scale Assessmentsticipation. In the age of ILSA expansion and test-based accountability, countries are saturated in a surplus of assessments; yet, the predominant policy advice remains singular, and countries are discouraged from alternative non-standardized paths for measuring learning.

Infraction

致词

International Large-Scale Assessments and Education System ReformCD initiative “PISA for Schools” is described and how it potentially extends the influence of international assessments on the classroom. An alternative project within the OECD (the “Strategic Education Governance” project) is presented and how the approach of case studies and learning seminars allo

ZEST

美学

instructive

Socioeconomic Inequality in Achievementtatistical measures for continuous, categorical, single, and multiple background variables are reviewed, and the distinction between relative and absolute inequality measures is discussed with a focus on the implications for cross-national comparisons, and trend studies within countries over time.

嘲笑

疏忽

Overview of ILSAs and Aspects of Data Reusection, and number of cycles..The chapter suggests various ways of classifying ILSAs, using different tables to facilitate fast insights. The initiators, responsible for the development and conduct of these ILSAs, i.e., the CONFEMEN, IEA, OECD, SEACMEQ, and UNESCO, are briefly described and the measu

场所

IEA’s TIMSS and PIRLS: Measuring Long-Term Trends in Student Achievementdeveloped items are rotated into each assessment cycle according to rigorous designs that provide for more than the majority of each assessment to be based on trend items. In general, for any given assessment, about one-third of the items are newly developed, one-third assess two cycles of trend, an