How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder

In this rejoinder, we discuss substantive and methodological validity issues of large-scale assessments of trends in student achievement, commenting on the discussion paper by Van den Heuvel-Panhuizen, Robitzsch, Treffers, and Köller (2009). We focus on methodological challenges in deciding what to...

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Detalles Bibliográficos
Autores principales: Hickendorff, Marian, Heiser, Willem J., van Putten, Cornelis M., Verhelst, Norman D.
Formato: Texto
Lenguaje:English
Publicado: Springer-Verlag 2009
Materias:
Theory and Methods
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2792334/
https://www.ncbi.nlm.nih.gov/pubmed/20037633
http://dx.doi.org/10.1007/s11336-009-9124-1
Descripción
Sumario:In this rejoinder, we discuss substantive and methodological validity issues of large-scale assessments of trends in student achievement, commenting on the discussion paper by Van den Heuvel-Panhuizen, Robitzsch, Treffers, and Köller (2009). We focus on methodological challenges in deciding what to measure, how to measure it, and how to foster stability. Next, we discuss what to do with trends that are found. Finally, we reflect on how the research findings were received.

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