Developments and methodological challenges in international large-scale assessments in education: an IEA perspective

Ongoing societal and technological developments in education and changes in the global debate about education continue to promote the value of international large-scale assessments (ILSAs) in education. ILSAs are expanding their sphere of influence, evolving to cover novel target populations and sub...

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Vydáno v:Tertium comparationis (Print) Ročník 23; číslo 1; s. 92 - 112
Hlavní autoři: Meinck, Sabine, Stancel-Piatak, Agnes Simona, Hastedt, Dirk, Sibberns, Heiko
Médium: Journal Article
Jazyk:angličtina
Vydáno: Münster Waxmann Verlag GmbH 2017
Témata:
Anpassung
Berufsbildung
Bildungsmonitoring
Bildungssystem
Computerunterstütztes Verfahren
Datenanalyse
Datenerhebungstechnik
Educational Change
Educational evaluation
Educational Quality
Educational Research
Empirische Forschung
Erziehungsziel
IEA (International Association for the Evaluation of Educational Achievement)
Instructional Leadership
Leistungsmessung
Lifelong Learning
OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung)
Outcomes of Education
Primary Education
Quality of education
Reading Comprehension
Role of Education
Schulbildung
Schülerleistung
Secondary School Students
Staatsbürgerliche Erziehung
Statistical methods
Teaching Methods
Technical Education
Technological change
Technologiebasiertes Testen
Technologische Entwicklung
UNESCO (Organisation der Vereinten Nationen für Bildung, Wissenschaft, Kultur und Kommunikation)
Young Children
Zielgruppe
Zukunftserwartung
ISSN:0947-9732, 1434-1697
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Shrnutí:Ongoing societal and technological developments in education and changes in the global debate about education continue to promote the value of international large-scale assessments (ILSAs) in education. ILSAs are expanding their sphere of influence, evolving to cover novel target populations and subject domains. Advances in the methods and technology available to collect, scale, and analyze data present continuous methodological challenges, but also foster rapid developments of the methodological research and respective technology. Most ILSAs in education are now enforcing a transition to computer-based assessment. Recent research has suggested new approaches for addressing nonresponse, novel methods to improve measurement invariance evaluation, and explored innovative methodologies for statistical data analyses. This paper reflects on IEA's extensive experience of ILSA research to identify the most important contemporary challenges, contextualized by historical developments. The authors discuss these developments considering their potentials, drawing conclusions and giving recommendations on best practice. (DIPF/Orig.).
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ISSN:0947-9732
1434-1697