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
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author Hickendorff, Marian
Heiser, Willem J.
van Putten, Cornelis M.
Verhelst, Norman D.
author_facet Hickendorff, Marian
Heiser, Willem J.
van Putten, Cornelis M.
Verhelst, Norman D.
author_sort Hickendorff, Marian
collection PubMed
description 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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spelling pubmed-27923342009-12-23 How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder Hickendorff, Marian Heiser, Willem J. van Putten, Cornelis M. Verhelst, Norman D. Psychometrika Theory and Methods 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. Springer-Verlag 2009-04-22 2009 /pmc/articles/PMC2792334/ /pubmed/20037633 http://dx.doi.org/10.1007/s11336-009-9124-1 Text en © The Psychometric Society 2009 https://creativecommons.org/licenses/by-nc/4.0/ This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.
spellingShingle Theory and Methods
Hickendorff, Marian
Heiser, Willem J.
van Putten, Cornelis M.
Verhelst, Norman D.
How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder
title How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder
title_full How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder
title_fullStr How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder
title_full_unstemmed How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder
title_short How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder
title_sort how to measure and explain achievement change in large-scale assessments: a rejoinder
topic Theory and Methods
url 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
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