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Improving international assessment through evaluation

Rutkowski, David
Journal article; AcceptedVersion; Peer reviewed
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MetaEvaluation+Rutkowski+Final.pdf (302.6Kb)
Year
2017
Permanent link
http://urn.nb.no/URN:NBN:no-67812

CRIStin
1511375

Metadata
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Appears in the following Collection
  • CEMO Centre for Educational Measurement [152]
  • CRIStin høstingsarkiv [15898]
Original version
Assessment in education : Principles, Policy & Practice. 2017, 1-10, DOI: http://dx.doi.org/10.1080/0969594X.2017.1300572
Abstract
In this article I advocate for a new discussion in the field of international large-scale assessments; one that calls for a reexamination of international large-scale assessments (ILSAs) and their use. Expanding on the high-quality work in this special issue I focus on three inherent limitations to international large-scale assessments noted by authors in this special issue. The first limitation has to do with the quality of background questionnaires; the second, has to do with measuring trend over time; and the third emphasizes the thorny issue of making causal claims with cross-sectional ILSA data. Following this discussion, and drawing on Scriven’s higher level Meta-evaluation Checklist, I outline how national participation in a meta-evaluation of ILSAs may assist study administrators and ILSA users in creating data that better fits the needs of a complex and diverse set of participants.
 
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