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Analyzing the Maximum Likelihood Score Estimation Method with Fences in Ca-MST
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Sahin, Melek Gülsah; Öztürk, Nagihan Boztunç – International Journal of Assessment Tools in Education, 2019
New statistical methods are being added to the literature as a result of scientific developments each and every day. This study aims at investigating one of these, Maximum Likelihood Score Estimation with Fences (MLEF) method, in ca-MST. The results obtained from this study will contribute to both national and international literature since there…
Descriptors: Maximum Likelihood Statistics, Computation, International Assessment, Foreign Countries
Tablet Assessment in Primary Education: Are There Performance Differences between TIMSS' Paper-and-Pencil Test and Tablet Test among Dutch Grade-Four Students?
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Hamhuis, Eva; Glas, Cees; Meelissen, Martina – British Journal of Educational Technology, 2020
Over the last two decades, the educational use of digital devices, including digital assessments, has become a regular feature of teaching in primary education in the Netherlands. However, researchers have not reached a consensus about the so-called "mode effect," which refers to the possible impact of using computer-based tests (CBT)…
Descriptors: Handheld Devices, Elementary School Students, Grade 4, Foreign Countries
The TIMSS 2019 Item Equivalence Study: Examining Mode Effects for Computer-Based Assessment and Implications for Measuring Trends
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Fishbein, Bethany; Martin, Michael O.; Mullis, Ina V. S.; Foy, Pierre – Large-scale Assessments in Education, 2018
Background: TIMSS 2019 is the first assessment in the TIMSS transition to a computer-based assessment system, called eTIMSS. The TIMSS 2019 Item Equivalence Study was conducted in advance of the field test in 2017 to examine the potential for mode effects on the psychometric behavior of the TIMSS mathematics and science trend items induced by the…
Descriptors: Mathematics Achievement, Science Achievement, Mathematics Tests, Elementary Secondary Education
Current Studies in Educational Disciplines 2021
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Kiray, Seyit Ahmet, Ed.; Tomevska-Ilievska, Elizabeta, Ed. – Online Submission, 2021
"Current Studies in Educational Disciplines 2021" is published annually from the selected papers invited by the editors. This edition includes 6 sections and 14 papers from the field of Environmental Education, Science Education, Educational Technology, Mathematics Education, Assessment in Education and STEM Education. All submissions…
Descriptors: Environmental Education, Science Education, Educational Technology, Mathematics Education
Reliability and Validity of International Large-Scale Assessment: Understanding IEA's Comparative Studies of Student Achievement. IEA Research for Education. Volume 10
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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
Why Do Countries Participate in International Large-Scale Assessments? The Case of PISA. Policy Research Working Paper 7447
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Lockheed, Marlaine E. – World Bank, 2015
The number of countries that regularly participate in international large-scale assessments has increased sharply over the past 15 years, with the share of countries participating in the Programme for International Student Assessment growing from one-fifth of countries in 2000 to over one-third of countries in 2015. What accounts for this…
Descriptors: Foreign Countries, Secondary School Students, Achievement Tests, International Assessment