Primer on Large-Scale Assessments of Educational Achievement.
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| Superior document: | National Assessments of Educational Achievement Series |
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| : | |
| TeilnehmendeR: | |
| Place / Publishing House: | Washington, D. C. : : World Bank Publications,, 2021. ©2021. |
| Year of Publication: | 2021 |
| Edition: | 1st ed. |
| Language: | English |
| Series: | National Assessments of Educational Achievement Series
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| Online Access: | |
| Physical Description: | 1 online resource (163 pages) |
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Table of Contents:
- Front Cover
- Contents
- Foreword
- Preface
- Acknowledgments
- About the Authors
- Abbreviations
- Chapter 1 Introduction and Overview
- Why Does Assessment Matter?
- What Are Large-Scale Assessments of Educational Achievement?
- Why Are Large-Scale Assessments Important?
- What Will You Learn from This Primer?
- Annex 1A. Overview of Assessment Types
- References
- Additional Resources
- Chapter 2 How Are Results from Large-Scale Assessments Used?
- What Factors Affect the Use and Nonuse of Large-Scale Assessment Findings?
- What Are Some Common Policy Implications of Large-Scale Assessment Findings?
- Key Ideas
- References
- Chapter 3 What Resources Are Needed to Implement Large-Scale Assessments?
- Who Is Involved in Planning a National Large-Scale Assessment?
- How Much Does a National Large-Scale Assessment Cost?
- Key Ideas
- References
- Chapter 4 What Are the Key Decisions in Designing Large-Scale Assessments?
- Which Students Will Be Assessed?
- Will the Assessment Be Census Based or Sample Based?
- How Frequently Will the Assessment Be Administered?
- What Content Will the Assessment Cover?
- What Item Formats Will Be Used?
- In Which Language(s) Will the Assessment Be Administered?
- Will the Assessment Include a Background Questionnaire?
- How Will the Assessment Be Administered?
- What Should Be Included in the Test Administration Manual?
- How Should Students with Special Education Needs Be Assessed?
- Does the Assessment Need to Be Adapted over Time?
- What Other Technical Decisions Should Be Considered when Planning the Next Large-Scale Assessment Study?
- Key Ideas
- References
- Chapter 5 What Needs to Be Kept in Mind for the Implementation of Large-Scale Assessments?
- What Are the Main Considerations for Implementation?.
- What Are Some Important Issues to Consider during the Assessment Administration?
- Key Ideas
- References
- Chapter 6 What Are the Critical Steps in the Analysis of Large-Scale Assessment Data?
- How Are Tests and Questionnaires Scored and Coded?
- What Are Sampling Weights?
- What Are Common Ways to Describe Student Achievement?
- What Are Some Basic Analyses to Determine Which Factors Affect Student Achievement?
- What Are Test Score Validity and Reliability?
- Should Assessment Data, Codebooks, and Technical Reports Be Made Publicly Available?
- Key Ideas
- References
- Chapter 7 How Can Effective Communication of Large-Scale Assessment Results Be Ensured?
- What Are Some Key Guidelines for Reporting Results?
- What Should Be Covered in the Main Report of Large-Scale Assessment Results?
- What Are Other Ways to Communicate Large-Scale Assessment Results?
- Key Ideas
- References
- Chapter 8 What Are the Main International Large-Scale Student Assessments?
- Trends in International Mathematics and Science Study
- Progress in International Reading Literacy Study
- Programme for International Student Assessment
- Annex 8A. Overview of Key Features
- References
- International Assessment Organization Websites
- Chapter 9 What Are the Main Regional Large-Scale Student Assessments?
- Southern and Eastern Africa Consortium for Monitoring Educational Quality
- Programme d'Analyse des Systèmes Éducatifs de la CONFEMEN
- Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación
- Pacific Islands Literacy and Numeracy Assessment
- Southeast Asia Primary Learning Metrics
- References
- Regional Assessment Organization Websites
- Glossary of Technical Terms
- Boxes
- Box 1.1. A Quick Approach to Distinguishing among the Three Assessment Types
- Box 1.2. Key Questions That Large-Scale Assessments Answer.
- Box 2.1. Importance of Stakeholder Involvement: Latin America and New Zealand
- Box 2.2. Alignment of Large-Scale Assessment Content and the National Curriculum in Ghana
- Box 2.3. Domain Coverage Using a Rotated Booklet Design: Mexico
- Box 2.4. Role of Background Information in the Lao People's Democratic Republic National Assessment
- Box 2.5. Investing in Technical Expertise in Indonesia
- Box 2.6. Communicating National Large-Scale Assessment Results in Peru
- Box 2.7. Use of National Large-Scale Assessment Results to Monitor Learning Goals in Brazil
- Box 2.8. Educational Reform in Nepal Using the 2018 National Assessment of Student Achievement
- Box 2.9. Motivating Curricular Reform Using International Large-Scale Assessments in Jordan
- Box 2.10. Using Large-Scale Assessment Results to Provide Feedback for Classroom Practice in Argentina
- Box 3.1. Saudi Arabia's Education and Training Evaluation Commission
- Box 3.2. Malaysia's Ministry of Education and the Malaysian Examinations Syndicate
- Box 3.3. Role of Centro de Medición MIDE UC of the Pontificia Universidad Católica de Chile in Supporting National and International Large-Scale Assessment Initiatives
- Box 3.4. Cost of Mexico's National Assessment as Percentage of Federal Budget for Education
- Box 4.1. Sample-Based Assessment in the United States
- Box 4.2. Census- and Sample-Based Assessments: Chile and Brazil
- Box 4.3. Content Covered by Nepal's National Assessment of Student Achievement, Grade 5, Nepali Language and Mathematics Assessments, 2018
- Box 4.4. Item Writing Guidelines
- Box 4.5. The Importance of Item Piloting
- Box 4.6. Republic of Korea's National Assessment of Educational Achievement Structure and Main Changes over Time
- Box 6.1. Example of an Item and Its Codebook Information
- Box 6.2. Scoring Rubrics.
- Box 7.1. Features That a National Large-Scale Assessment Can Highlight
- Box 7.2. Policy Implications of National Large-Scale Assessment Results in the Republic of Korea
- Box 7.3. Online Dissemination of National Large-Scale Assessment Findings in Peru
- Box 8.1. How Much Does It Cost to Participate in an International Large-Scale Assessment? Why Participate?
- Box 8.2. Sample of Trends in International Mathematics and Science Study 2019 Key Findings
- Box 8.3. Other Trends in International Mathematics and Science Study Assessments
- Box 8.4. Experience of the Russian Federation with the Trends in International Mathematics and Science Study
- Box 8.5. Sample of Progress in International Reading Literacy Study 2016 Key Findings
- Box 8.6. Other Progress in International Reading Literacy Study Assessments
- Box 8.7. Georgia's Experience with the Progress in International Reading Literacy Study
- Box 8.8. Other Programme for International Student Assessment Assessments
- Box 8.9. Translation and Adaptation of International Large-Scale Assessments
- Box 9.1. Areas Assessed in Programme d'Analyse des Systèmes Éducatifs de la CONFEMEN 2014
- Box 9.2. Content Domains and Cognitive Processes Assessed in the Third Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación Reading Assessment
- Box 9.3. Content Domains and Cognitive Processes Assessed in the Third Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación Mathematics Assessment
- Box 9.4. Content Domains and Cognitive Processes Assessed in the Third Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación Science Assessment
- Box 9.5. Cognitive Processes Assessed in the Southeast Asia Primary Learning Metrics 2019 Mathematical Literacy Assessment.
- Box 9.6. The Text Types and Cognitive Processes Assessed in the Southeast Asia Primary Learning Metrics 2019 Reading Literacy Assessment
- Box 9.7. Examples of Global Citizenship Subdomains Measured in the Southeast Asia Primary Learning Metrics 2019 Assessment
- Figures
- Figure 2.1. Programme for International Student Assessment: Percentage of Low-Achieving Students and Top Performers in Reading, 2009 and 2018
- Figure 2.2. Programme for International Student Assessment Trends in Colombia: 2006-18
- Figure 3.1. Chile's National Assessment Agency Organizational Chart
- Figure 4.1. Open-Ended Reading Literacy Item from Southeast Asia Primary Learning Metrics, 2019
- Figure 4.2. Example of Multiple-Choice Reading Literacy Item from Southeast Asia Primary Learning Metrics, 2019
- Figure 5.1. National Large-Scale Assessment: Student Tracking Form
- Figure 5.2. Example of a Test Administration Form
- Figure 6.1. Results of Chile's National Large-Scale Assessment, According to State
- Figure 6.2. Peru's National Large-Scale Assessment Results, According to Rural versus Urban Location, 2016 and 2018
- Figure 7.1. Comparison of Student Subgroups from India's 2015 National Achievement Survey
- Figure 7.2. Comparison of Response Profiles for Low- and High-Performing States on India's 2017 National Achievement Survey
- Figure 7.3. Comparison of Class V Mean Student Performance in Language, According to State, from India's 2017 National Achievement Survey
- Figure 8.1. Trends in International Mathematics and Science Study 2019 Grade 4 Performance, According to International Benchmarks of Mathematics Achievement
- Figure 8.2. Progress in International Reading Literacy Study 2016 Performance, According to International Benchmarks of Reading Achievement.
- Figure 8.3. Programme for International Student Assessment 2018 Distribution of Average Reading, Mathematics, and Science Scores.