In this study, we contrast results from two differential item functioning (DIF) approaches (manifest and latent class) by the number of items and sources of items identified as DIF using data from an international reading assessment. The latter approach yielded three latent classes, presenting evidence of heterogeneity in examinee response…

The present paper aims to discuss how data from international large-scale assessments (ILSAs) can be utilized and combined, even with other existing data sources, in order to monitor educational outcomes and study the effectiveness of educational systems. We consider different purposes of linking data, namely, extending outcomes measures,…

In this article, we investigate the creation of comparable score scales across countries in international assessments. We examine potential improvements to current score scale calibration procedures used in international large-scale assessments. Our approach seeks to improve fairness in scoring international large-scale assessments, which often…

Background: In 2011 the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS) were conducted at fourth grade in a number of participating countries with a shared representative sample. In this article we investigate whether there are multidimensional proficiency patterns…

Recently, performance profiles in reading, mathematics and science were created using the data collectively available in the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) 2011. In addition, a classification of children to the end of their primary school years was…

Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading…

Using data from the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M), the measurement equivalence of teachers' beliefs across countries is investigated for the case of "mathematics-as-a fixed-ability". Measurement equivalence is a crucial topic in all international large-scale assessments and…

The challenge inherent in cross-national research of providing instruments in different languages measuring the same construct is well known. But even instruments in a single language may be biased towards certain countries or regions due to local linguistic specificities. Consequently, it may be appropriate to use different versions of an…