Reliability and Validity of International Large-Scale Assessment Understanding IEA’s Comparative Studies of Student Achievement
This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA’s international large-s...
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| Sprache: | Englisch |
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Springer Nature
2020
Springer International Publishing AG Springer International Publishing |
| Ausgabe: | 1 |
| Schriftenreihe: | IEA Research for Education |
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| ISBN: | 3030530809, 9783030530808, 3030530817, 9783030530815 |
| ISSN: | 2366-1631, 2366-164X |
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| Abstract | This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA’s international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. Throughout the now considerable history of IEA’s international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. Readers will learn about IEA’s approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data. |
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| AbstractList | This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA's extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA's international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. Throughout the now considerable history of IEA's international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. Readers will learn about IEA's approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data. This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA's extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA's international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. Throughout the now considerable history of IEA's international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. Readers will learn about IEA's approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data. This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA's extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA's international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. Throughout the now considerable history of IEA's international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. Readers will learn about IEA's approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data. [Publisher summary, ed] |
| Author | Wagemaker, Hans |
| AuthorAffiliation | International Association for the Evaluation of Educational Achievement (IEA) |
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| Notes | Includes bibliographical references. xi, 277p. Cham Switzerland: Springer International Publishing, 2020. Title from title screen (viewed on 14/09/2020). Removed invalid ISBN/suffix "(PDF)". Electronic reproduction. Dordrecht: Springer, 2020. Requires the Libby app or a modern web browser. |
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| Snippet | This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of... This open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA's extensive program of... |
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| SubjectTerms | Academic achievement Assessment and Testing Best practice Case studies Comparative education Comparative Studies of Student Achievement Curriculum planning & development Curriculum planning and development Curriculum Studies Education Educational measurement Educational policy Educational Policy and Politics Educational quality Educational research Educational strategies & policy Educational strategies and policy Educational systems and structures IEA IEA’s approach to international large-scale assessments ILSA International and Comparative Education International Association for the Evaluation of Educational Achievement (IEA) International education International large-scale assessments Nonfiction Open Access Primary secondary education Reliability Research methods in international large-scale assessment Society and Social Sciences Student assessment Test reliability Test validity |
| SubjectTermsDisplay | Education. Electronic books. Nonfiction. |
| Subtitle | Understanding IEA’s Comparative Studies of Student Achievement |
| TableOfContents | 7.4.1 Multiple Stage Sampling and Cluster Sampling -- 7.4.2 Stratification -- 7.4.3 Sampling with Probabilities Proportional to Size -- 7.4.4 Estimating Sampling Precision -- 7.5 Weighting and Nonresponse Adjustment -- 7.6 Sampling Adjudication -- 7.7 Conclusions -- References -- 8 Quality Control During Data Collection: Refining for Rigor -- 8.1 Introduction -- 8.2 Manuals -- 8.2.1 Early Quality Control Procedures and the Development of Manuals -- 8.2.2 Current Implementation of Manuals -- 8.3 National Quality Control Procedures -- 8.3.1 Development of National Quality Control Procedures -- 8.3.2 Implementation of National Quality Control Procedures -- 8.4 International Quality Control -- 8.4.1 Development of International Quality Control Procedures -- 8.4.2 Implementation of International Quality Control Procedures -- 8.5 Future Directions -- References -- 9 Post-collection Data Capture, Scoring, and Processing -- 9.1 Introduction -- 9.2 Manual Post-collection Data Capture and Management Training -- 9.2.1 Data Capture from Paper-Based Instruments -- 9.2.2 Software Used for Data Capture -- 9.2.3 Quality Control: Data Entry -- 9.3 Scoring Cognitive Data: Test Booklets -- 9.3.1 Process of Scoring Constructed-Response Cognitive Items -- 9.3.2 Software Used for Scoring Data -- 9.3.3 Quality Control -- 9.4 Coding Data -- 9.4.1 Process of Coding Data -- 9.4.2 Software Used for Coding Data -- 9.4.3 Quality Control -- 9.5 International Data Processing -- 9.5.1 Processes in International Data Processing -- 9.5.2 Software Used for International Data Processing and Analysis -- 9.5.3 Quality Control -- 9.6 Conclusions -- References -- 10 Technology and Assessment -- 10.1 Introduction -- 10.2 Technology in Education -- 10.3 Promises and Successes of Technology to Reform Assessment Data Collection -- 10.3.1 Efficiency 12.4 Academic Journal -- 12.5 IEA International Research Conference (IRC) -- 12.6 IEA Compass Briefs -- 12.7 Quality Assurance in Publications -- 12.8 Public Dissemination of IEA's Work -- 12.9 Conclusions -- References -- 13 Consequential Validity: Data Access, Data Use, Analytical Support, and Training -- 13.1 Introduction -- 13.2 Data Access -- 13.3 Facilitating Analysis: The IEA IDB Analyzer -- 13.4 Capacity Building: Workshops -- 13.4.1 Promoting High-Quality Research Based on Large-Scale Assessment Data -- 13.4.2 The IEA-ETS Research Institute (IERI) -- 13.4.3 IEA International Research Conference -- 13.4.4 Academic Visitors/Scholars -- 13.4.5 IEA Awards -- 13.5 Conclusions -- References -- 14 Using IEA Studies to Inform Policymaking and Program Development: The Case of Singapore -- 14.1 Introduction -- 14.2 Why Singapore Participates in International Large-Scale Assessments -- 14.2.1 Participating in International Large-Scale Assessment Facilitates Benchmarking of Student Developmental Outcomes and Educator Practices -- 14.2.2 Participating in International Large-Scale Assessment Provides Additional High-Quality Rich Data Sources for Secondary Analyses -- 14.2.3 Participating in International Large-Scale Assessment Builds International Networks of Educationists and Experts -- 14.3 How MOE Has Used Large-Scale Assessment Data -- 14.3.1 STELLAR: "We Must and Can Do Better!" -- 14.3.2 A New Pedagogical Approach to Learning Science: "We Tried a Different Method, Did It Materialize?" -- 14.3.3 Bold Curricular and Pedagogical Shifts: "We Made Some Trade-Offs, What Did We Sacrifice?" -- 14.4 Some Principles Underpinning MOE's Use of Large-Scale Assessment Data -- References -- 15 Understanding the Policy Influence of International Large-Scale Assessments in Education -- 15.1 Introduction -- 15.2 Impact, Influence, and Education Policy 4.6.1 Stimulus Characteristics, Selection, and Development -- 4.6.2 Item Characteristics and Development -- 4.6.3 Item Types -- 4.7 Phases in the Assessment Development Process -- 4.7.1 Phase 1: Drafting and Sourcing Preliminary Content -- 4.7.2 Phase 2: Item Development -- 4.7.3 Phase 3: The Field Trial and Post Field Trial Review -- 4.7.4 Post Main Survey Test Curriculum Mapping Analysis -- 4.8 Measuring Change Over Time and Releasing Materials for Public Information -- 4.9 Conclusions -- References -- 5 Questionnaire Development in International Large-Scale Assessment Studies -- 5.1 Introduction -- 5.2 Approaches to Questionnaire Design and Framing -- 5.3 Targeting of Questionnaires to Different Groups and a Diversity of Contexts -- 5.4 Typology of Questions, Item Formats and Resulting Indicators -- 5.5 Development Procedures, Process and Quality Management -- 5.6 Questionnaire Delivery -- 5.7 Conclusions -- References -- 6 Translation: The Preparation of National Language Versions of Assessment Instruments -- 6.1 Introduction -- 6.2 Translation Related Developments in IEA Studies -- 6.3 Standards and Generalized Stages of Instrument Production -- 6.4 Source Version and Reference Version -- 6.4.1 Terms Used: Translation Versus Adaptation -- 6.4.2 Collaborative Efforts -- 6.5 Translation and Adaptation -- 6.6 Decentralized Translations and Adaptations -- 6.7 Centralized Verification -- 6.8 Translation Verifiers -- 6.9 Layout Verification -- 6.10 Development Linked to Computer-Based Assessment -- 6.11 Reviewing Results of Translation and Verification Processes -- 6.12 Procedure Chain and Timeline -- 6.13 Conclusions -- References -- 7 Sampling, Weighting, and Variance Estimation -- 7.1 Introduction -- 7.2 Defining Target Populations -- 7.3 Preparing Valid Sampling Frames for Each Sampling Stage -- 7.4 Sampling Strategies and Sampling Precision Intro -- Foreword -- Contents -- About the Editor -- 1 Introduction to Reliability and Validity of International Large-Scale Assessment -- 1.1 Introduction -- 1.2 Outline of This Book -- References -- 2 Study Design and Evolution, and the Imperatives of Reliability and Validity -- 2.1 Introduction -- 2.2 Decisions Informing the Design of IEA Studies and Test Development -- 2.3 Addressing the Challenges -- 2.3.1 Governance and Representation (Validity and Fairness) -- 2.3.2 Reliability and Validity -- 2.3.3 Changing Contexts -- 2.3.4 Compositional Changes -- 2.3.5 Financial Support -- 2.3.6 Expansion in Assessment Activities -- 2.3.7 Heterogeneity -- 2.3.8 Advances in Technology -- 2.3.9 Assessment Delivery -- 2.4 Conclusions -- References -- 3 Framework Development in International Large-Scale Assessment Studies -- 3.1 Introduction -- 3.2 Assessment Frameworks -- 3.3 Contextual Frameworks -- 3.4 Design and Implementation -- 3.5 Steps in Framework Development -- 3.6 Types of Framework -- 3.6.1 Curriculum-Referenced Frameworks -- 3.6.2 Frameworks for Measuring Outcomes in Cross-Curricular Learning Areas -- 3.6.3 Frameworks for Measuring Real-Life Skills -- 3.6.4 Frameworks for Measuring Contexts -- 3.7 Conclusions -- References -- 4 Assessment Content Development -- 4.1 Introduction -- 4.2 Key Features of ILSAs that Influence Assessment Content Development -- 4.3 Validity in International Large-Scale Assessments -- 4.4 The Assessment Frameworks -- 4.5 Stimulus Material and Item Development: Quality Criteria Associated with Validity -- 4.5.1 Representation of the Construct -- 4.5.2 Technical Quality -- 4.5.3 Level of Challenge -- 4.5.4 Absence of Bias -- 4.5.5 Language and Accessibility -- 4.5.6 Cultural and Religious Contexts -- 4.5.7 Engagement of Test-Takers -- 4.5.8 Scoring Reliability -- 4.6 Stimulus and Item Material: An Overview 15.3 Policy Influence? 10.3.2 Increased Reliability: Direct Data Capture -- 10.3.3 Inclusion of More Comprehensive Measures of the Overall Construct -- 10.3.4 Reading: Additional Competencies Needed in the Information Age -- 10.3.5 Mathematics and Science: Inclusion of Innovative Problem-Solving Strategies -- 10.3.6 Computational Thinking: Developing Algorithmic Solutions -- 10.3.7 Increased Reliability: Use of Log-File Data -- 10.3.8 Development of More Engaging and Better Matching Assessments -- 10.4 The Transition -- 10.4.1 Delivering Questionnaires Online -- 10.4.2 Computer-Based Assessment -- 10.5 Challenges -- 10.6 The Future: Guiding Principles for the Design of an EAssessment Software -- 10.6.1 Adaptive Testing -- 10.6.2 Translation -- 10.6.3 Printing -- 10.6.4 Web-Based Delivery -- 10.6.5 General Considerations -- 10.7 Conclusions -- References -- 11 Ensuring Validity in International Comparisons Using State-of-the-Art Psychometric Methodologies -- 11.1 Introduction -- 11.2 Modern Educational Measurement: Item Response Theory -- 11.2.1 From Chess Ranking to the Rasch Model -- 11.2.2 Characteristics of the Rasch Model -- 11.2.3 More General IRT Models -- 11.2.4 Central Assumptions of IRT and Their Importance -- 11.2.5 Unidimensionality -- 11.2.6 Local Independence -- 11.2.7 Population Homogeneity/ Measurement Invariance -- 11.3 Simultaneous Modeling of Individual and Group Differences -- 11.4 Statistical Modeling of Individual and Group Differences in IEA Survey Data -- 11.4.1 Comparability as Generalized Measurement Invariance -- 11.4.2 Multiple-Group IRT Models -- 11.4.3 Population Models Integrating Test and Background Data -- 11.4.4 Group Ability Distributions and Plausible Values -- 11.5 Conclusions -- References -- 12 Publications and Dissemination -- 12.1 Introduction -- 12.2 Core Project Publications -- 12.3 Project-Related Publications |
| Title | Reliability and Validity of International Large-Scale Assessment |
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