Handbook of International Large-Scale Assessment : Background, Technical Issues, and Methods of Data Analysis
By Leslie Rutkowski, Matthias von Davier, David Rutkowski. 2013
213 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/e1edf9770ad9eae566da551c271011ddd323ede6
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- M. Kraft
- Fabián Barrera-Pedemonte
- Amy S. Finn
- John D. E. Gabrieli
- Jia He
- Martin R. West
- C. Gabrieli
- Diana Boer
Citations in the corpus
- On Detecting Systematic Measurement Error in Cross-Cultural Research: A Review and Critical Reflection on Equivalence and Invariance Tests (2018, methodology): “…the self-enhancement tendency independent of one’s ability, which is then subsequently used to correct content scores), and alternative item format (e.g., forced-choice format) have been proposed to improve comparability (Kyllonen & Bertling, 2014; see also Tourangeau, Rips, & Rasinski, 2000).”
- Cross-cultural comparability of noncognitive constructs in TIMSS and PISA (2018, methodology): “…were derived from the metric mGcFA models, and scale scores for science achievement were those reported by the assessments. or resort to response formats more resistant of bias (e.g. forced-choice format, situational judgement, ranking instead of rating, etc.) (Kyllonen & Bertling, 2014).”
- Item Response Theory—A Statistical Framework for Educational and Psychological Measurement (2021, unknown): “…for monitoring education quality, such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS), which are of lower-stakes for test-takers, are also analyzed and reported under the IRT framework (Rutkowski et al., 2013).”
- Promise and Paradox (2016, background): “Kyllonen and Bertling (2013) show that anchoring-vignette adjustments of student responses can strengthen within-country correlations and reverse paradoxical negative cross-country correlations between test scores and multiple scales included in the background questionnaire of the 2012 Programme…”