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Jung Yeon Park; Sean Joo; Zikun Li; Hyejin Yoon – Educational Measurement: Issues and Practice, 2025
This study examines potential assessment bias based on students' primary language status in PISA 2018. Specifically, multilingual (MLs) and nonmultilingual (non-MLs) students in the United States are compared with regard to their response time as well as scored responses across three cognitive domains (reading, mathematics, and science).…
Descriptors: Achievement Tests, Secondary School Students, International Assessment, Test Bias
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Ulitzsch, Esther; Domingue, Benjamin W.; Kapoor, Radhika; Kanopka, Klint; Rios, Joseph A. – Educational Measurement: Issues and Practice, 2023
Common response-time-based approaches for non-effortful response behavior (NRB) in educational achievement tests filter responses that are associated with response times below some threshold. These approaches are, however, limited in that they require a binary decision on whether a response is classified as stemming from NRB; thus ignoring…
Descriptors: Reaction Time, Responses, Behavior, Achievement Tests
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Ulitzsch, Esther; Lüdtke, Oliver; Robitzsch, Alexander – Educational Measurement: Issues and Practice, 2023
Country differences in response styles (RS) may jeopardize cross-country comparability of Likert-type scales. When adjusting for rather than investigating RS is the primary goal, it seems advantageous to impose minimal assumptions on RS structures and leverage information from multiple scales for RS measurement. Using PISA 2015 background…
Descriptors: Response Style (Tests), Comparative Analysis, Achievement Tests, Foreign Countries
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Pepper, David – Educational Measurement: Issues and Practice, 2020
The Standards for Educational and Psychological Testing identify several strands of validity evidence that may be needed as support for particular interpretations and uses of assessments. Yet assessment validation often does not seem guided by these Standards, with validations lacking a particular strand even when it appears relevant to an…
Descriptors: Validity, Foreign Countries, Achievement Tests, International Assessment
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König, Christoph; Khorramdel, Lale; Yamamoto, Kentaro; Frey, Andreas – Educational Measurement: Issues and Practice, 2021
Large-scale assessments such as the Programme for International Student Assessment (PISA) have field trials where new survey features are tested for utility in the main survey. Because of resource constraints, there is a trade-off between how much of the sample can be used to test new survey features and how much can be used for the initial item…
Descriptors: Achievement Tests, Foreign Countries, Secondary School Students, International Assessment
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Joo, Seang-Hwane; Khorramdel, Lale; Yamamoto, Kentaro; Shin, Hyo Jeong; Robin, Frederic – Educational Measurement: Issues and Practice, 2021
In Programme for International Student Assessment (PISA), item response theory (IRT) scaling is used to examine the psychometric properties of items and scales and to provide comparable test scores across participating countries and over time. To balance the comparability of IRT item parameter estimations across countries with the best possible…
Descriptors: Foreign Countries, International Assessment, Achievement Tests, Secondary School Students
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Kroehne, Ulf; Buerger, Sarah; Hahnel, Carolin; Goldhammer, Frank – Educational Measurement: Issues and Practice, 2019
For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper-based assessment (PBA). In the 2015 cycle, computer-based assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an…
Descriptors: Reading Comprehension, Computer Assisted Testing, Achievement Tests, Foreign Countries
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Yamamoto, Kentaro; Shin, Hyo Jeong; Khorramdel, Lale – Educational Measurement: Issues and Practice, 2018
A multistage adaptive testing (MST) design was implemented for the Programme for the International Assessment of Adult Competencies (PIAAC) starting in 2012 for about 40 countries and has been implemented for the 2018 cycle of the Programme for International Student Assessment (PISA) for more than 80 countries. Using examples from PISA and PIAAC,…
Descriptors: International Assessment, Foreign Countries, Achievement Tests, Test Validity
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Rutkowski, David; Rutkowski, Leslie; Liaw, Yuan-Ling – Educational Measurement: Issues and Practice, 2018
Participation in international large-scale assessments has grown over time with the largest, the Programme for International Student Assessment (PISA), including more than 70 education systems that are economically and educationally diverse. To help accommodate for large achievement differences among participants, in 2009 PISA offered…
Descriptors: Educational Assessment, Foreign Countries, Achievement Tests, Secondary School Students
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Jerrim, John; Parker, Philip; Choi, Alvaro; Chmielewski, Anna Katyn; Sälzer, Christine; Shure, Nikki – Educational Measurement: Issues and Practice, 2018
The Programme for International Student Assessment (PISA) is an important international study of 15-olds' knowledge and skills. New results are released every 3 years, and have a substantial impact upon education policy. Yet, despite its influence, the methodology underpinning PISA has received significant criticism. Much of this criticism has…
Descriptors: Educational Assessment, Comparative Education, Achievement Tests, Foreign Countries
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Arffman, Inga – Educational Measurement: Issues and Practice, 2013
The article reviews research and findings on problems and issues faced when translating international academic achievement tests. The purpose is to draw attention to the problems, to help to develop the procedures followed when translating the tests, and to provide suggestions for further research. The problems concentrate on the following: the…
Descriptors: Achievement Tests, Translation, Testing Problems, Test Construction