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Direct linkLeslie Rutkowski; David Rutkowski – Journal of Creative Behavior, 2025
The Programme for International Student Assessment (PISA) introduced creative thinking as an innovative domain in 2022. This paper examines the unique methodological issues in international assessments and the implications of measuring creative thinking within PISA's framework, including stratified sampling, rotated form designs, and a distinct…
Descriptors: Creativity, Creative Thinking, Measurement, Sampling
Download full textBarclay McKeown, Stephanie; Ercikan, Kadriye – AERA Open, 2017
Aggregate survey responses collected from students are commonly used by universities to compare effective educational practices across program majors, and to make high-stakes decisions about the effectiveness of programs. Yet if there is too much heterogeneity among student responses within programs, the program-level averages may not…
Descriptors: Foreign Countries, Undergraduate Students, Student Attitudes, Educational Attitudes
Meiko Lin; Erin Bumgarner; Madhabi Chatterji – Quality Assurance in Education: An International Perspective, 2014
Purpose: This policy brief, the third in the AERI-NEPC eBrief series "Understanding validity issues around the world", discusses validity issues surrounding International Large Scale Assessment (ILSA) programs. ILSA programs, such as the well-known Programme of International Student Assessment (PISA) and the Trends in International…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Elementary Secondary Education
Singer, Judith D., Ed.; Braun, Henry I., Ed.; Chudowsky, Naomi, Ed. – National Academy of Education, 2018
Results from international large-scale assessments (ILSAs) garner considerable attention in the media, academia, and among policy makers. Although there is widespread recognition that ILSAs can provide useful information, there is debate about what types of comparisons are the most meaningful and what could be done to assure more sound…
Descriptors: International Education, Educational Assessment, Educational Policy, Data Interpretation
Oren Pizmony-Levy; James Harvey; William H. Schmidt; Richard Noonan; Laura Engel; Michael J. Feuer; Henry Braun; Carla Santorno; Iris C. Rotberg; Paul Ash; Madhabi Chatterji; Judith Torney-Purta – Quality Assurance in Education: An International Perspective, 2014
Purpose: This paper presents a moderated discussion on popular misconceptions, benefits and limitations of International Large-Scale Assessment (ILSA) programs, clarifying how ILSA results could be more appropriately interpreted and used in public policy contexts in the USA and elsewhere in the world. Design/methodology/approach: To bring key…
Descriptors: Misconceptions, International Assessment, Evaluation Methods, Measurement
Drummond, Gordon B.; Vowler, Sarah L. – Advances in Physiology Education, 2011
Experimental data are analysed statistically to allow researchers to draw conclusions from a limited set of measurements. The hard fact is that researchers can never be certain that measurements from a sample will exactly reflect the properties of the entire group of possible candidates available to be studied (although using a sample is often the…
Descriptors: Educational Research, Statistical Inference, Data Interpretation, Probability
