Understanding the intraindividual relation between an individual's speed and ability in testing scenarios is essential to assure a fair assessment. Different approaches exist for estimating this relationship, that either rely on specific study designs or on specific assumptions. This paper aims to add to the toolbox of approaches for estimating…

Educational large-scale assessment (LSA) studies like the program for international student assessment (PISA) provide important information about trends in the performance of educational indicators in cognitive domains. The change in the country means in a cognitive domain like reading between two successive assessments is an example of a trend…

Large-scale international achievement studies such as PISA have been widely used to study how educational inequality compares across countries. Yet the various different biases that may affect these estimates are often not considered or are poorly understood. In this paper we draw upon the total survey error framework to provide a case study of…

International large-scale assessments have gained much attention since the beginning of the twenty-first century, influencing education legislation in many countries. This includes Spain, where they have been used by successive governments to justify education policy change. Unfortunately, there was a problem with the PISA 2018 reading scores for…

Evaluating scale comparability in international large-scale assessments depends on measurement invariance (MI). The root mean square deviation (RMSD) is a standard method for establishing MI in several programs, such as the Programme for International Student Assessment and the Programme for the International Assessment of Adult Competencies.…

International large-scale assessments provide cross-national data on students' cognitive and non-cognitive characteristics. A critical methodological issue that often arises in comparing data from cross-national studies is ensuring measurement invariance, indicating that the construct under investigation is the same across the compared groups.…

The aim of the study is to investigate the measurement invariance of mathematics self-concept and self-efficacy across 40 countries that participated in the Programme for International Student Assessment (PISA) 2003 and 2012 cycles. The sample of the study consists of 271,760 students in PISA 2003 and 333,804 students in PISA 2012. Firstly, the…

The present research aims to examine whether the questions in the Program for the International Student Assessment (PISA) 2009 reading literacy instrument display differential item functioning (DIF) among the Turkish, French, and American samples based on univariate and multivariate matching techniques before and after the total score, which is…

In this study, we take a critical look at the degree to which the measurement of bullying and sense of belonging at school is invariant across groups of students defined by immigrant status. Our study focuses on the invariance of these constructs as measured on a recent PISA administration and includes a discussion of two statistical methods for…

The aim of this study is to investigate the cross-cultural measurement invariance of the reading skills items of the PISA 2018 at test and item level. Another aim of the study is to determine the item bias for items that do not show cross-cultural measurement invariance in line with expert opinions. A survey model was used in the study. The study…

The purpose of this research is to examine measurement invariance of collaborative problem solving skills measured by PISA 2015 Xandar subtest for Singapore, Norway, and Turkey. The research was conducted with 2990 participants' data obtained from Turkey (1032), Norway (923), and Singapore (1035) on PISA 2015 collaborative problem solving study.…

Applying a measurement instrument developed in a specific country to other countries raise a critical and important question of interest in especially cross-cultural studies. Confirmatory factor analysis (CFA) is the most preferred and used method to examine the cross-cultural applicability of measurement tools. Although CFA is a sophisticated…

International surveys are increasingly being used to understand nonacademic outcomes like math and science motivation, and to inform education policy changes within countries. Such instruments assume that the measure works consistently across countries, ethnicities, and languages--that is, they assume measurement invariance. While studies have…

One major aim of international large-scale assessments (ILSAs) is to monitor changes in student performance over time. To accomplish this task, a set of common items is repeatedly administered in each assessment and linking methods are used to align the results from the different assessments on a common scale. The present article introduces a…

The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics…