The role of international large-scale assessments : perspectives from technology, economy, and educational research

This volume offers contributions by thought leaders from a variety of disciplines and different perspectives, which are brought together in a final chapter. The contributions give insight in the role of large-scale international assessments as change agents. As national leaders recognize the growing importance of human capital and how it is distributed, policymakers, economists and decision makers in education have become increasingly interested in results from comparative international surveys. These assessments offer important information on the development of cognitive skills and the consequences of differences in the distribution of these skills. Researchers use the data to assess the role of human capital in predicting outcomes and to identify factors that may contribute to the development of more human capital. An invaluable resource for researchers in international comparative education, policy studies, economics, civics education, educational technology, and policy makers. Preface......Page 5 Table of Contents......Page 7 Contributors......Page 8 On the Growing Importance of International Large-Scale Assessments......Page 10 Large-Scale Assessments of Student Populations......Page 11 Large-Scale Assessments of Adults......Page 13 The Expanded Range of Large-Scale Assessments......Page 14 Evidence-Based Policy Information......Page 15 Perspectives on International Large-Scale Assessments......Page 16 References......Page 19 International Large-Scale Assessments as Change Agents......Page 21 Transparency as a Change Agent: A Think Model......Page 22 The Policy Impact of PISA......Page 25 Transmission......Page 30 Conclusion......Page 31 References......Page 32 Introduction......Page 33 Universal Design of Assessment......Page 34 The Role of Technology in National Large-Scale Assessments......Page 35 Instruction, Learning and Assessment via Computers......Page 36 US State Assessments......Page 37 Recent Developments in the United States......Page 38 US Department of Education (DOE)......Page 39 The Role of Technology in International Large-Scale Assessments (ILSAs)......Page 40 Organization for Economic Co-operation and Development (OECD)......Page 41 Program for the International Assessment of Adult Competencies (PIAAC)......Page 45 The International Association for the Evaluation of Educational Achievement (IEA)......Page 46 International Computer and Information Literacy Study (ICILS)—2013......Page 47 Conclusion......Page 48 Advantages......Page 49 Technological challenges......Page 50 References......Page 51 Introduction......Page 54 International Testing......Page 56 The Explosion of Studies......Page 60 Studies of the Determinants of Achievement......Page 61 The Studies of Outcomes......Page 63 Some Things to Be Addressed......Page 68 Some Measurement Issues......Page 69 Understanding Individual Economic Outcomes......Page 70 References......Page 71 Introduction......Page 73 The Test Score Image and Reality......Page 76 Employer Needs......Page 79 Cognitive or Noncognitive Effects......Page 80 Schools and Noncognitive Outcomes......Page 82 Schooling and Labor Market Effects......Page 84 Noncognitive Variables......Page 85 The Five-Factor Model......Page 86 Summary and Implications for Educational Assessments......Page 87 Next Steps......Page 89 References......Page 90 History of ILSAs and of IEA in Relation to Civic Education......Page 93 International Studies in Civic Education and Engagement......Page 95 Why and How the Civic Domain Is Important to ILSAs......Page 96 IEA’s Role in Civic Education......Page 97 Studies of Civic Education as Opportunities to Study Multiple Aspects of Student Outcomes......Page 100 Cognitive Diagnostic Models of Conceptual Knowledge and Skills......Page 101 Examining Countries’ Positions on Multiple Dimensions of Attitudes......Page 102 Person-Centered Approaches to Understanding Patterns of Civic Attitudes......Page 103 National and School Level Contexts in Relation to Civic Knowledge and Attitudes......Page 108 Classroom and School Contexts in Relation to Civic and Workplace Competencies......Page 110 Conclusions......Page 114 References......Page 117 The Role of International Assessments in Educational Policymaking and Effectiveness Research......Page 121 Limitations of Large-Scale Assessments as School Effectiveness Research Tools......Page 122 The Basic Model of School Effectiveness (CIPO-Model) and Instructional Quality......Page 126 Challenges to the EER Paradigm......Page 129 Comparing Value-Added Status, Growth, and Change Indicators for Schools: An Empirical Study......Page 132 How Can Educational Effectiveness Research Inform ILSAs? The PISA Design as an Example......Page 133 How ILSAs May Contribute to Our Knowledge of Educational Effectiveness and School Development......Page 136 ILSAs as a Means of Exploration and Hypothesis Generation: Findings from TIMSS and PISA......Page 137 ILSAs as a Means of Testing Hypotheses from EER: Findings from PISA......Page 138 ILSAs as a Means of Understanding the Systemic and Cultural Context of Education and How It Moderates EER Results: Findings from TALIS and PISA......Page 139 Longitudinal Design on the Individual Level: The German National Study on Language Learning, DESI......Page 142 Enhanced ILSA Designs Allow for Testing Organizational Change: Longitudinal Studies on the School Level—The German PISA School Panel......Page 147 Summary and Conclusion......Page 149 References......Page 150 Introduction......Page 154 ILSAs: Theory of Action......Page 156 Credibility and Relevance......Page 157 Role of Technology......Page 159 Informing Policy......Page 160 Looking Ahead......Page 162 Concluding Remarks......Page 164 References......Page 165 And Implications for Educational AssessmentsNext Steps; References; The Contributions of International Large-Scale Studies in Civic Education and Engagement; Chapter-6; History of ILSAs and of IEA in Relation to Civic Education; International Studies in Civic Education and Engagement; Why and How the Civic Domain Is Important to ILSAs; IEA's Role in Civic Education; Studies of Civic Education as Opportunities to Study Multiple Aspects of Student Outcomes; Cognitive Diagnostic Models of Conceptual Knowledge and Skills; Examining Countries' Positions on Multiple Dimensions of Attitudes As education is internationalized, so is assessment: policy makers keen to develop human capital see large-scale comparative international surveys as useful in planning. Here, they are explored in economic, policy, educational and technological terms