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Direct linkvon Davier, Matthias; Yamamoto, Kentaro; Shin, Hyo Jeong; Chen, Henry; Khorramdel, Lale; Weeks, Jon; Davis, Scott; Kong, Nan; Kandathil, Mat – Assessment in Education: Principles, Policy & Practice, 2019
Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The…
Descriptors: Achievement Tests, Foreign Countries, Secondary School Students, International Assessment
Krstic, Ksenija; Šoškic, Andela; Kovic, Vanja; Holmqvist, Kenneth – European Journal of Psychology of Education, 2018
PISA results show that a considerable number of 15-year-old pupils after 8 to 10 years of schooling have a low level of functional reading literacy, as defined in the PISA framework. While PISA results help identify the level of reading competency, they do not reveal what might be the reasons why some students fail to solve the tasks. One way to…
Descriptors: Eye Movements, Reading Processes, Achievement Tests, Foreign Countries
Yuan, Kun; Le, Vi-Nhuan – RAND Corporation, 2014
In 2010, the William and Flora Hewlett Foundation's Education Program has established the Deeper Learning Initiative, which focuses on students' development of deeper learning skills (i.e., the mastery of core academic content, critical-thinking, problem-solving, collaboration, communication, and "learn-how-to-learn" skills). Two test…
Descriptors: Test Items, Cognitive Processes, Difficulty Level, Skill Development
