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Direct linkJi, Xuejun Ryan; Wu, Amery D. – Educational Measurement: Issues and Practice, 2023
The Cross-Classified Mixed Effects Model (CCMEM) has been demonstrated to be a flexible framework for evaluating reliability by measurement specialists. Reliability can be estimated based on the variance components of the test scores. Built upon their accomplishment, this study extends the CCMEM to be used for evaluating validity evidence.…
Descriptors: Measurement, Validity, Reliability, Models
Download full textde Lange, Maryna M.; Winberg, Christine; Dippenaar, Hanlie – Reading & Writing: Journal of the Reading Association of South Africa, 2020
Background: The Progress in International Reading Literacy Study (PIRLS), and similar international assessments, have consistently shown South African intermediate phase learners' performance to be among the lowest worldwide. Of particular concern is the Curriculum and Assessment Policy Statement (CAPS) for Home Language in the Intermediate Phase…
Descriptors: Reading Comprehension, Foreign Countries, International Assessment, Grade 4
van Staden, Surette; Bosker, Roel; Bergbauer, Annika – South African Journal of Childhood Education, 2016
This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS) 2011. Grade 4 learners were tested across all 11 official…
Descriptors: Foreign Countries, Academic Achievement, Native Language, Language of Instruction
National Foundation for Educational Research, 2018
Each country's education system is intricate and unique, underpinned with different policies and priorities. International Large Scale Assessments (ILSAs) provide valuable insights into how a country's education system is performing. These studies gather in-depth contextual information about systems, schools, teachers and students; and explore the…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Grade 4
Borgonovi, Francesca; Ferrara, Alessandro; Maghnouj, Soumaya – OECD Publishing, 2018
As is the case in most OECD countries, boys in Norway are more likely to have lower levels of academic achievement and attainment than girls. While this phenomenon is not recent, it has become increasingly pronounced in recent years and, as a result, is attracting considerable attention from policy-makers in many countries. This paper develops…
Descriptors: Foreign Countries, Gender Differences, Outcomes of Education, Academic Achievement
Caponera, Elisa; Losito, Bruno – Large-scale Assessments in Education, 2016
Background: The present study investigates what factors related to the school context influence student achievement on TIMSS mathematics tests across countries. A systematic review of the literature on PIRLS, TIMSS, and ICCS was conducted upstream to identify those school, teacher, and classroom factors shown to be useful predictors of student…
Descriptors: Educational Environment, Academic Achievement, Comparative Education, Foreign Countries
