''Introduction The origins of modern day international assessments of student skills are often traced back to the First International Mathematics Study (FIMS) conducted by the International Association for the Evaluation of Educational Achievement (IEA) in the early 1960s. The undertaking of an international project at that time, with few modern technological conveniences to speak of (no email, fax, internet and only minimal access to international phone lines) and a shoestring budget, speaks to the dedication and vision of the scholars that were willing to attempt such a feat. The first executive director of the IEA, T. Neville Postlethwaite (1933-2009), once recounted the story of sending off the first round of assessments and not knowing for months if the assessment booklets had even arrived at their destinations, let alone whether or not the assessment was actually being administered in the 12 countries that initially participated''-- Read more...
Content: Policy and Research Relevance of International Large-Scale Assessment Data A Brief Introduction to Modern International Large-Scale Assessment David Rutkowski, Leslie Rutkowski, and Matthias von Davier International Large-Scale Assessments: From Research to Policy Hans Wagemaker The Impact of International Studies of Academic Achievement on Policy and Research Stephen P. Heyneman and Bommi Lee Analytic Processes and Technical Issues Around International Large-Scale Assessment Data Assessment Design for International Large-Scale Assessments Leslie Rutkowski, Eugene Gonzalez, Matthias von Davier, and Yan Zhou Modeling Country-Specific Differential Item Functioning Cees Glas and Khurrem Jehangir Sampling, Weighting, and Variance Estimation in International Large-Scale Assessments Keith Rust Analytics in International Large-Scale Assessments: Item Response Theory and Population Models Matthias von Davier and Sandip Sinharay Imputing Proficiency Data under Planned Missingness in Population Models Matthias von Davier Population Model Size, Bias, and Variance in Educational Survey Assessments Andreas Oranje and Lei Ye Linking Scales in International Large-Scale Assessments John Mazzeo and Matthias von Davier Design Considerations for the Program for International Student Assessment Jonathan P. Weeks, Matthias von Davier, and Kentaro Yamamoto Innovative Questionnaire Assessment Methods to Increase Cross-Country Comparability Patrick C. Kyllonen and Jonas Bertling Relationship between Computer Use and Educational Achievement Martin Senkbeil and Jorg Wittwer Context Questionnaire Scales in TIMSS and PIRLS 2011 Michael O. Martin, Ina V. S. Mullis, Alka Arora and Corinna Preuschoff Motivation and Engagement in Science Around the Globe: Testing Measurement Invariance with Multigroup Structural Equation Models across 57 Countries Using PISA 2006 Benjamin Nagengast and Herbert W. Marsh Contextual Indicators in Adult Literacy Studies: The Case of PIAAC Jim Allen and Rolf van der Velden Advanced Analytic Methods for Analyzing International Large-Scale Assessment Data Incorporating Sampling Weights into Single and Multilevel Analyses Laura M. Stapleton Multilevel Analysis of Assessment Data Jee-Seon Kim, Carolyn J. Anderson, and Bryan Keller Using Structural Equation Models to Analyze ILSA Data Leslie Rutkowski and Yan Zhou Efficient Handling of Predictors and Outcomes Having Missing Values Yongyun Shin Multilevel Modeling of Categorical Response Variables Carolyn J. Anderson, Jee-Seon Kim, and Bryan Keller Causal Inference and Comparative Analysis with Large-Scale Assessment Data Joseph P. Robinson Analyzing International Large-Scale Assessment Data within a Bayesian Framework David Kaplan and Soojin Park A General Psychometric Approach for Educational Survey Assessments: Flexible Statistical Models and Efficient Estimation Methods Frank Rijmen, Minjeong Jeon, Matthias von Davier, and Sophia Rabe-Hesketh
Abstract: ''Introduction The origins of modern day international assessments of student skills are often traced back to the First International Mathematics Study (FIMS) conducted by the International Association for the Evaluation of Educational Achievement (IEA) in the early 1960s. The undertaking of an international project at that time, with few modern technological conveniences to speak of (no email, fax, internet and only minimal access to international phone lines) and a shoestring budget, speaks to the dedication and vision of the scholars that were willing to attempt such a feat. The first executive director of the IEA, T. Neville Postlethwaite (1933-2009), once recounted the story of sending off the first round of assessments and not knowing for months if the assessment booklets had even arrived at their destinations, let alone whether or not the assessment was actually being administered in the 12 countries that initially participated''
