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Direct linkGrund, Simon; Lüdtke, Oliver; Robitzsch, Alexander – Journal of Educational and Behavioral Statistics, 2021
Large-scale assessments (LSAs) use Mislevy's "plausible value" (PV) approach to relate student proficiency to noncognitive variables administered in a background questionnaire. This method requires background variables to be completely observed, a requirement that is seldom fulfilled. In this article, we evaluate and compare the…
Descriptors: Data Analysis, Error of Measurement, Research Problems, Statistical Inference
Meiko Lin; Erin Bumgarner; Madhabi Chatterji – Quality Assurance in Education: An International Perspective, 2014
Purpose: This policy brief, the third in the AERI-NEPC eBrief series "Understanding validity issues around the world", discusses validity issues surrounding International Large Scale Assessment (ILSA) programs. ILSA programs, such as the well-known Programme of International Student Assessment (PISA) and the Trends in International…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Elementary Secondary Education
Martin, Andrew J.; Yu, Kai; Papworth, Brad; Ginns, Paul; Collie, Rebecca J. – Journal of Psychoeducational Assessment, 2015
This study explored motivation and engagement among North American (the United States and Canada; n = 1,540), U.K. (n = 1,558), Australian (n = 2,283), and Chinese (n = 3,753) secondary school students. Motivation and engagement were assessed via students' responses to the Motivation and Engagement Scale-High School (MES-HS). Confirmatory factor…
Descriptors: Foreign Countries, Motivation, Learner Engagement, Secondary School Students
