This study capitalizes on response and process data from the computer-based TIMSS 2019 Problem Solving and Inquiry tasks to investigate gender differences in test-taking behaviors and their association with mathematics achievement at the eighth grade. Specifically, a recently proposed hierarchical speed-accuracy-revisits (SAR) model was adapted to…

Participation in international large-scale assessments has grown over time with the largest, the Programme for International Student Assessment (PISA), including more than 70 education systems that are economically and educationally diverse. To help accommodate for large achievement differences among participants, in 2009 PISA offered…

Implications of the multiple-use of accountability assessments for the process of validation are examined. Multiple-use refers to the simultaneous use of results from a single administration of an assessment for its intended use and for one or more additional uses. A theoretical discussion of the issues for validation which emerge from…

The contributions of open-ended tasks in examining students' mathematical performance were studied with 250 U.S. and 425 Chinese sixth graders. Open-ended tasks allow for analysis of student performance that cannot be assessed solely by percent correct or incorrect, but they pose many problems, such as those of translation. (SLD)