{"product_id":"implementation-of-largescale-education-assessments-9781118336090","title":"Implementation of LargeScale Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003ePresents a comprehensive treatment of issues related to the inception, design, implementation and reporting of large-scale education assessments.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIn recent years many countries have decided to become involved in international educational assessments to allow them to ascertain the strengths and weaknesses of their student populations. Assessments such as the OECD''s Programme for International Student Assessment (PISA), the IEA''s Trends in Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy (PIRLS) have provided opportunities for comparison between students of different countries on a common international scale.\u003c\/p\u003e \u003cp\u003eThis book is designed to give researchers, policy makers and practitioners a well-grounded knowledge in the design, implementation, analysis and reporting of international assessments. Readers will be able to gain a more detailed insight into the scientific principles employed in such studies allowing them to make better \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eNotes on Contributors xv\u003c\/p\u003e \u003cp\u003eForeword xvii\u003c\/p\u003e \u003cp\u003eAcknowledgements xx\u003c\/p\u003e \u003cp\u003eAbbreviations xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Implementation of Large]Scale Education Assessments 1\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePetra Lietz, John C. Cresswell, Keith F. Rust and Raymond J. Adams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e1.1 Introduction 1\u003c\/p\u003e \u003cp\u003e1.2 International, Regional and National Assessment Programmes in Education 3\u003c\/p\u003e \u003cp\u003e1.3 Purposes of LSAs in Education 4\u003c\/p\u003e \u003cp\u003e1.4 Key Areas for the Implementation of LSAs in Education 10\u003c\/p\u003e \u003cp\u003e1.5 Summary and Outlook 16\u003c\/p\u003e \u003cp\u003eAppendix 1.A 18\u003c\/p\u003e \u003cp\u003eReferences 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Test Design and Objectives 26\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDara Ramalingam\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2.1 Introduction 26\u003c\/p\u003e \u003cp\u003e2.2 PISA 27\u003c\/p\u003e \u003cp\u003e2.3 TIMSS 34\u003c\/p\u003e \u003cp\u003e2.4 PIRLS and Pre]PIRLS 41\u003c\/p\u003e \u003cp\u003e2.5 ASER 45\u003c\/p\u003e \u003cp\u003e2.6 SACMEQ 52\u003c\/p\u003e \u003cp\u003e2.7 Conclusion 56\u003c\/p\u003e \u003cp\u003eReferences 58\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Test Development 63\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJuliette Mendelovits\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3.1 Introduction 63\u003c\/p\u003e \u003cp\u003e3.2 Developing an Assessment Framework: A Collaborative and Iterative Process 65\u003c\/p\u003e \u003cp\u003e3.3 Generating and Collecting Test Material 68\u003c\/p\u003e \u003cp\u003e3.4 Refinement of Test Material 72\u003c\/p\u003e \u003cp\u003e3.5 Beyond Professional Test Development: External Qualitative Review of Test Material 81\u003c\/p\u003e \u003cp\u003e3.6 Introducing Innovation 86\u003c\/p\u003e \u003cp\u003e3.7 Conclusion 90\u003c\/p\u003e \u003cp\u003eReferences 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Design, Development and Implementation of Contextual Questionnaires in Large]Scale Assessments 92\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePetra Lietz\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4.1 Introduction 92\u003c\/p\u003e \u003cp\u003e4.2 The Role of Questionnaires in LSAs 93\u003c\/p\u003e \u003cp\u003e4.3 Steps in Questionnaire Design and Implementation 95\u003c\/p\u003e \u003cp\u003e4.4 Questions and Response Options in LSAs 115\u003c\/p\u003e \u003cp\u003e4.5 Alternative Item Formats 119\u003c\/p\u003e \u003cp\u003e4.6 Computer]Based\/Online Questionnaire Instruments 128\u003c\/p\u003e \u003cp\u003e4.7 Conclusion and Future Perspectives 131\u003c\/p\u003e \u003cp\u003eAcknowledgements 132\u003c\/p\u003e \u003cp\u003eReferences 132\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Sample Design, Weighting, and Calculation of Sampling Variance 137\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKeith F. Rust, Sheila Krawchuk and Christian Monseur\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5.1 Introduction 137\u003c\/p\u003e \u003cp\u003e5.2 Target Population 138\u003c\/p\u003e \u003cp\u003e5.3 Sample Design 144\u003c\/p\u003e \u003cp\u003e5.4 Weighting 148\u003c\/p\u003e \u003cp\u003e5.5 Sampling Adjudication Standards 153\u003c\/p\u003e \u003cp\u003e5.6 Estimation of Sampling Variance 156\u003c\/p\u003e \u003cp\u003eReferences 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Translation and Cultural Appropriateness of Survey Material in Large]Scale Assessments 168\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSteve Dept, Andrea Ferrari and Béatrice Halleux\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6.1 Introduction 168\u003c\/p\u003e \u003cp\u003e6.2 Overview of Translation\/Adaptation and Verification Approaches Used in Current Multilingual Comparative Surveys 169\u003c\/p\u003e \u003cp\u003e6.3 Step]by]Step Breakdown of a Sophisticated Localisation Design 174\u003c\/p\u003e \u003cp\u003e6.4 Measuring the Benefits of a Good Localisation Design 184\u003c\/p\u003e \u003cp\u003e6.5 Checklist of Requirements for a Robust Localisation Design 190\u003c\/p\u003e \u003cp\u003eReferences 191\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Quality Assurance 193\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJohn C. Cresswell\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7.1 Introduction 193\u003c\/p\u003e \u003cp\u003e7.2 The Development and Agreement of Standardised Implementation Procedures 194\u003c\/p\u003e \u003cp\u003e7.3 The Production of Manuals which Reflect Agreed Procedures 196\u003c\/p\u003e \u003cp\u003e7.4 The Recruitment and Training of Personnel in Administration and Organisation: Especially the Test Administrator and the School Coordinator 197\u003c\/p\u003e \u003cp\u003e7.5 The Quality Monitoring Processes: Recruiting and Training Quality Monitors to Visit National Centres and Schools 198\u003c\/p\u003e \u003cp\u003e7.6 Other Quality Monitoring Procedures 201\u003c\/p\u003e \u003cp\u003e7.7 Conclusion 204\u003c\/p\u003e \u003cp\u003eReference 204\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Processing Responses to Open]Ended Survey Questions 205\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRoss Turner\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8.1 Introduction 205\u003c\/p\u003e \u003cp\u003e8.2 The Fundamental Objective 207\u003c\/p\u003e \u003cp\u003e8.3 Contextual Factors: Survey Respondents and Items 207\u003c\/p\u003e \u003cp\u003e8.4 Administration of the Coding Process 214\u003c\/p\u003e \u003cp\u003e8.5 Quality Assurance and Control: Ensuring Consistent and Reliable Coding 221\u003c\/p\u003e \u003cp\u003e8.6 Conclusion 229\u003c\/p\u003e \u003cp\u003eReferences 229\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Computer]Based Delivery of Cognitive Assessment and Questionnaires 231\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMaurice Walker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9.1 Introduction 231\u003c\/p\u003e \u003cp\u003e9.2 Why Implement Computer]Based Assessments? 232\u003c\/p\u003e \u003cp\u003e9.3 Implementation of International Comparative Computer]Based Assessments 238\u003c\/p\u003e \u003cp\u003e9.4 Assessment Architecture 244\u003c\/p\u003e \u003cp\u003e9.5 Item Design Issues 247\u003c\/p\u003e \u003cp\u003e9.6 State]of]the]Art and Emerging Technologies 250\u003c\/p\u003e \u003cp\u003e9.7 Summary and Conclusion 250\u003c\/p\u003e \u003cp\u003eReferences 251\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Data Management Procedures 253\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eFalk Brese and Mark Cockle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10.1 Introduction 253\u003c\/p\u003e \u003cp\u003e10.2 Historical Review: From Data Entry and Data Cleaning to Integration into the Entire Study Process 254\u003c\/p\u003e \u003cp\u003e10.3 The Life Cycle of a LSA Study 255\u003c\/p\u003e \u003cp\u003e10.4 Standards for Data Management 256\u003c\/p\u003e \u003cp\u003e10.5 The Data Management Process 258\u003c\/p\u003e \u003cp\u003e10.6 Outlook 272\u003c\/p\u003e \u003cp\u003eReferences 274\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Test Implementation in the Field: The Case of PASEC 276\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eOswald Koussihouèdé, Antoine Marivin and Vanessa Sy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11.1 Introduction 276\u003c\/p\u003e \u003cp\u003e11.2 Test Implementation 278\u003c\/p\u003e \u003cp\u003e11.3 Data Entry 294\u003c\/p\u003e \u003cp\u003e11.4 Data Cleaning 295\u003c\/p\u003e \u003cp\u003e11.5 Data Analysis 295\u003c\/p\u003e \u003cp\u003e11.6 Governance and Financial Management of the Assessments 295\u003c\/p\u003e \u003cp\u003eAcknowledgments 296\u003c\/p\u003e \u003cp\u003eReferences 297\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Test Implementation in the Field: The Experience of Chile in International Large]Scale Assessments 298\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eEma Lagos Campos\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12.1 Introduction 298\u003c\/p\u003e \u003cp\u003e12.2 International Studies in Chile 302\u003c\/p\u003e \u003cp\u003eAnnex A 321\u003c\/p\u003e \u003cp\u003eReferences 321\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Why Large]Scale Assessments Use Scaling and Item Response Theory 323\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAlla Berezner and Raymond J. Adams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13.1 Introduction 323\u003c\/p\u003e \u003cp\u003e13.2 Item Response Theory 325\u003c\/p\u003e \u003cp\u003e13.3 Test Development and Construct Validation 329\u003c\/p\u003e \u003cp\u003e13.4 Rotated Test Booklets 345\u003c\/p\u003e \u003cp\u003e13.5 Comparability of Scales Across Settings and Over Time 347\u003c\/p\u003e \u003cp\u003e13.6 Construction of Performance Indicators 349\u003c\/p\u003e \u003cp\u003e13.7 Conclusion 354\u003c\/p\u003e \u003cp\u003eReferences 354\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Describing Learning Growth 357\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRoss Turner and Raymond J. Adams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14.1 Background 357\u003c\/p\u003e \u003cp\u003e14.2 Terminology: The Elements of a Learning Metric 358\u003c\/p\u003e \u003cp\u003e14.3 Example of a Learning Metric 360\u003c\/p\u003e \u003cp\u003e14.4 Issues for Consideration 360\u003c\/p\u003e \u003cp\u003e14.5 PISA Described Proficiency Scales 365\u003c\/p\u003e \u003cp\u003e14.6 Defining and Interpreting Proficiency Levels 374\u003c\/p\u003e \u003cp\u003e14.7 Use of Learning Metrics 379\u003c\/p\u003e \u003cp\u003eAcknowledgement 380\u003c\/p\u003e \u003cp\u003eReferences 381\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Scaling of Questionnaire Data in International Large]Scale \u003c\/b\u003e\u003cb\u003eAssessments 384\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eWolfram Schulz\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15.1 Introduction 384\u003c\/p\u003e \u003cp\u003e15.2 Methodologies for Construct Validation and Scaling 386\u003c\/p\u003e \u003cp\u003e15.3 Classical Item Analysis 387\u003c\/p\u003e \u003cp\u003e15.4 Exploratory Factor Analysis 388\u003c\/p\u003e \u003cp\u003e15.5 Confirmatory Factor Analysis 389\u003c\/p\u003e \u003cp\u003e15.6 IRT Scaling 392\u003c\/p\u003e \u003cp\u003e15.7 Described IRT Questionnaire Scales 396\u003c\/p\u003e \u003cp\u003e15.8 Deriving Composite Measures of Socio]economic Status 399\u003c\/p\u003e \u003cp\u003e15.9 Conclusion and Future Perspectives 404\u003c\/p\u003e \u003cp\u003eReferences 405\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Database Production for Large]Scale Educational Assessments 411\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eEveline Gebhardt and Alla Berezner\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16.1 Introduction 411\u003c\/p\u003e \u003cp\u003e16.2 Data Collection 412\u003c\/p\u003e \u003cp\u003e16.3 Cleaning, Recoding and Scaling 416\u003c\/p\u003e \u003cp\u003e16.4 Database Construction 418\u003c\/p\u003e \u003cp\u003e16.5 Assistance 421\u003c\/p\u003e \u003cp\u003eReferences 423\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Dissemination and Reporting 424\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJohn C. Cresswell\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17.1 Introduction 424\u003c\/p\u003e \u003cp\u003e17.2 Frameworks 425\u003c\/p\u003e \u003cp\u003e17.3 Sample Items 426\u003c\/p\u003e \u003cp\u003e17.4 Questionnaires 427\u003c\/p\u003e \u003cp\u003e17.5 Video 427\u003c\/p\u003e \u003cp\u003e17.6 Regional and International Reports 428\u003c\/p\u003e \u003cp\u003e17.7 National Reports 428\u003c\/p\u003e \u003cp\u003e17.8 Thematic Reports 429\u003c\/p\u003e \u003cp\u003e17.9 Summary Reports 429\u003c\/p\u003e \u003cp\u003e17.10 Analytical Services and Support 430\u003c\/p\u003e \u003cp\u003e17.11 Policy Papers 430\u003c\/p\u003e \u003cp\u003e17.12 Web]Based Interactive Display 431\u003c\/p\u003e \u003cp\u003e17.13 Capacity]Building Workshops 432\u003c\/p\u003e \u003cp\u003e17.14 Manuals 432\u003c\/p\u003e \u003cp\u003e17.15 Technical Reports 432\u003c\/p\u003e \u003cp\u003e17.16 Conclusion 433\u003c\/p\u003e \u003cp\u003eReferences 433\u003c\/p\u003e \u003cp\u003eIndex 436\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49406852202839,"sku":"9781118336090","price":999.99,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/implementation-of-largescale-education-assessments-9781118336090","provider":"Book Curl","version":"1.0","type":"link"}