Background: In the context of large-scale educational assessments, the effort required to code open-ended text responses is considerably more expensive and time-consuming than the evaluation of multiple-choice responses because it requires trained personnel and long manual coding sessions. Aim: Our semi-supervised coding method eco (exploring…

In 2018 the Organisation for Economic Co-operation and Development (OECD) launched its International Early Learning Child Well-being Study (IELS), also known as Baby PISA. In the first round of data collection, the IELS focused on three OECD countries: England, Estonia and the United States. In this article we show that a similar study of…

In February 2018, the IIEP-UNESCO Office in Dakar, with the support of Agence Française de Développement, launched a programme to support the monitoring of education quality in sub-Saharan Africa. The programme's primary objective is to assist education authorities in diagnosing and regulating their practices across all levels, contributing to the…

The present paper investigates and examines the conditional dependencies between cognitive responses (RA; Response Accuracy) and process data, in particular, response times (RT) in large-scale educational assessments. Using two prominent large-scale assessments, NAEP and PISA, we examined the RA-RT conditional dependencies within each item in the…

With the growing attention on large-scale educational testing and assessment, the ability to process substantial volumes of response data becomes crucial. Current estimation methods within item response theory (IRT), despite their high precision, often pose considerable computational burdens with large-scale data, leading to reduced computational…

The participation of countries in various international large-scale assessments (ILSA) is motivated by different factors. In recent years however, there has been a growing popularity and importance placed on the results of ILSA. Recognising the significance of ILSA as a valuable source of feedback for enhancing the basic education system, the…

The "Revista del Centro de Estudios Educativos," numero 3, 1971 included an early Carnoy article on the economics of education: "Un enfoque de sistemas para evaluar la educación, ilustrado con datos de Puerto Rico." The article used a unique data set that had student test scores, students' family background characteristics, and…

State education agencies are sitting on rich repositories of quantitative and qualitative assessment data. This document is designed to provide a conceptual framework and implementation guidance that can help agency leadership leverage and interrogate student performance data in systematic ways for reporting, outreach, and planning purposes. The…

Standardised International Large-Scale Assessments (ILSAs) have gained prominence in global and national educational discussions. ILSAs claim to offer valuable insights for improving education systems, but their impact on educational policy varies and has become a contested arena. This article analyses how these assessments fed educational…

The discourse of quality has permeated everyday discussions about education, yet the concept as such remains complex. Moreover, during the constant struggle to improve educational quality, governments have increasingly devoted attention to the results of international large-scale assessments. As those results are used to inform policy decisions to…