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Semi-Automatic Coding of Open-Ended Text Responses in Large-Scale Assessments
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Andersen, Nico; Zehner, Fabian; Goldhammer, Frank – Journal of Computer Assisted Learning, 2023
Background: In the context of large-scale educational assessments, the effort required to code open-ended text responses is considerably more expensive and time-consuming than the evaluation of multiple-choice responses because it requires trained personnel and long manual coding sessions. Aim: Our semi-supervised coding method eco (exploring…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Erasures and Equivalences: Negotiating the Politics of Culture in the OECD's Global Competence Project
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Michele Martini; Susan L. Robertson – Compare: A Journal of Comparative and International Education, 2024
In 2014, the OECD-PISA's Governing Board approved the addition of a set of global competence measures to its Programme of Student Assessment. In our paper, we explore whether and how there are discursive shifts between the two framing papers (2016/2018) and what the outcomes are for policy-shaping. To this end, we employ Network Text Analysis to…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
Controlling Speed in Component Skills of Reading Improves the Explanation of Reading Comprehension
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Goldhammer, Frank; Kroehne, Ulf; Hahnel, Carolin; De Boeck, Paul – Journal of Educational Psychology, 2021
Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the…
Descriptors: Reading Rate, Reading Comprehension, Cognitive Ability, Reading Tests
International Test Comparisons: Reviewing Translation Error in Different Source Language-Target Language Combinations
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Zhao, Xueyu; Solano-Flores, Guillermo; Qian, Ming – International Multilingual Research Journal, 2018
This article addresses test translation review in international test comparisons. We investigated the applicability of the theory of test translation error--a theory of the multidimensionality and inevitability of test translation error--across source language-target language combinations in the translation of PISA (Programme of International…
Descriptors: Translation, Error Patterns, Achievement Tests, Foreign Countries
Resisting the Seduction of the Global Education Measurement Industry: Notes on the Social Psychology of PISA
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Biesta, Gert – Ethics and Education, 2015
The question I raise in this paper is why measurement systems such as PISA have gained so much power in contemporary education policy and practice. I explore this question from the bottom up by asking what might contribute to the ways in which people invest in systems such as PISA, that is, what are the beliefs, assumptions and desires that lead…
Descriptors: Foreign Countries, Global Approach, International Assessment, Social Psychology
Mixed Images and Merging Semantics in European Curricula
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Sivesind, Kirsten – Journal of Curriculum Studies, 2013
Due to European agreements and policy expectations, national authorities are revising their formal curricula in line with an evidence-oriented policy. The article explores how new trends in formulating curricula can be regarded as an outcome of experts' semantics and impact on education policy. The article reanalyses documentation from a project,…
Descriptors: Semantics, Foreign Countries, Educational Policy, Educational Change