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Direct linkQi Huang; Daniel M. Bolt; Weicong Lyu – Large-scale Assessments in Education, 2024
Large scale international assessments depend on invariance of measurement across countries. An important consideration when observing cross-national differential item functioning (DIF) is whether the DIF actually reflects a source of bias, or might instead be a methodological artifact reflecting item response theory (IRT) model misspecification.…
Descriptors: Test Items, Item Response Theory, Test Bias, Test Validity
von Davier, Matthias; Tyack, Lillian; Khorramdel, Lale – Educational and Psychological Measurement, 2023
Automated scoring of free drawings or images as responses has yet to be used in large-scale assessments of student achievement. In this study, we propose artificial neural networks to classify these types of graphical responses from a TIMSS 2019 item. We are comparing classification accuracy of convolutional and feed-forward approaches. Our…
Descriptors: Scoring, Networks, Artificial Intelligence, Elementary Secondary Education
Download full textSaatçioglu, Fatima Münevver; Atar, Hakan Yavuz – Participatory Educational Research, 2020
This study examined the existence of latent classes in TIMSS 2015 data from three countries, Singapure, Turkey and South Africa, were analyzed using Mixture Item Response Theory (MixIRT) models (Rasch, 1PL, 2PL and 3PL) on 18 multiple-choice items in the science subtest. Based on the findings, it was concluded that the data obtained from TIMSS…
Descriptors: Foreign Countries, Item Response Theory, Achievement Tests, International Assessment
Kutlu, Omer; Yavuz, Hatice Cigdem – International Journal of Assessment Tools in Education, 2019
Studies based on response processes of individuals can provide information that supports the assessment and increases the validity of the items in the scale or tests. The purpose of this study is to present the extent to which the student response processes are effective in identifying and developing the characteristics of the items in an…
Descriptors: Test Validity, Test Items, Achievement Tests, Grade 4
Oon, Pey Tee; Subramaniam, R. – International Journal of Science Education, 2018
We report here on a comparative study of middle school students' attitudes towards science involving three countries: England, Singapore and the U.S.A. Complete attitudinal data sets from TIMSS (Trends in International Mathematics and Science Study) 2011 were used, thus giving a very large sample size (N = 20,246), compared to other studies in the…
Descriptors: Foreign Countries, Comparative Education, Middle School Students, Student Attitudes
Wagemaker, Hans, Ed. – International Association for the Evaluation of Educational Achievement, 2020
Although International Association for the Evaluation of Educational Achievement-pioneered international large-scale assessment (ILSA) of education is now a well-established science, non-practitioners and many users often substantially misunderstand how large-scale assessments are conducted, what questions and challenges they are designed to…
Descriptors: International Assessment, Achievement Tests, Educational Assessment, Comparative Analysis
Rindermann, Heiner; Baumeister, Antonia E. E. – International Journal of Testing, 2015
Scholastic tests regard cognitive abilities to be domain-specific competences. However, high correlations between competences indicate either high task similarity or a dependence on common factors. The present rating study examined the validity of 12 Programme for International Student Assessment (PISA) and Third or Trends in International…
Descriptors: Test Validity, Test Interpretation, Competence, Reading Tests
Toker, Turker; Green, Kathy – Online Submission, 2012
The least squares distance method (LSDM) was used in a cognitive diagnostic analysis of TIMSS (Trends in International Mathematics and Science Study) items administered to 4,498 8th-grade students from seven geographical regions of Turkey, extending analysis of attributes from content to process and skill attributes. Logit item positions were…
Descriptors: Foreign Countries, Least Squares Statistics, Grade 8, Mathematics Tests
Liu, Ou Lydia; Ryoo, Kihyun; Linn, Marcia C.; Sato, Elissa; Svihla, Vanessa – International Journal of Science Education, 2015
Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students' progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The…
Descriptors: Energy, Science Education, Psychometrics, Case Studies
