Zobrazeno 1 - 10
of 49
pro vyhledávání: '"ASSESSMENTS"'
Publikováno v:
Large-scale Assessments in Education, Vol 12, Iss 1, Pp 1-27 (2024)
Abstract Large-scale assessments are rich sources of data that can inform a diverse range of research questions related to educational policy and practice. For this reason, datasets from large-scale assessments are available to enable secondary analy
Externí odkaz:
https://doaj.org/article/501dedd4043a439697756a8cd462f64d
Young people’s trust in institutions, civic knowledge and their dispositions toward civic engagement
Autor:
Wolfram Schulz
Publikováno v:
Large-scale Assessments in Education, Vol 12, Iss 1, Pp 1-30 (2024)
Abstract Recent years have witnessed signs of increasing political instability in democratic countries as well as growing alienation from civic institutions and processes among citizens, especially among young people. Within the context of civic and
Externí odkaz:
https://doaj.org/article/42e53ec6d6b74e5590090b6530a2a2df
Publikováno v:
Large-scale Assessments in Education, Vol 12, Iss 1, Pp 1-14 (2024)
Abstract Test-taking behavior is a potential source of construct irrelevant variance for test scores in international large-scale assessments where test-taking effort, motivation, and behaviors in general tend to be confounded with test scores. In an
Externí odkaz:
https://doaj.org/article/6dcb200fcefd450191083dcacd4ff45c
Publikováno v:
Large-scale Assessments in Education, Vol 12, Iss 1, Pp 1-35 (2024)
Abstract Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources
Externí odkaz:
https://doaj.org/article/d478fa0c12f64ec0afdf339488989341
Publikováno v:
Large-scale Assessments in Education, Vol 11, Iss 1, Pp 1-21 (2023)
Abstract Background Socioeconomic characteristics are persistently and systematically related to academic outcomes, despite long-standing efforts to reduce educational inequality. Ireland has a strong policy focus on alleviating educational disadvant
Externí odkaz:
https://doaj.org/article/2cb0d3ebfd2348108e32124c3ec480b0
Autor:
Demos Michael, Leonidas Kyriakides
Publikováno v:
Large-scale Assessments in Education, Vol 11, Iss 1, Pp 1-25 (2023)
Abstract Background Research has shown that students from socially disadvantaged backgrounds are more likely to have lower academic performance compared to children from better-off families. However, the way that socioeconomic status (SES) influences
Externí odkaz:
https://doaj.org/article/8ca9cf0558d44848bfb7946feb410ddc
Publikováno v:
Large-scale Assessments in Education, Vol 11, Iss 1, Pp 1-17 (2023)
Abstract Understanding the long-standing educational inequities associated with socioeconomic status remains significant for transforming educational policies and practices. To better understand entanglements among socioeconomic status and students
Externí odkaz:
https://doaj.org/article/7ad867423e9148a89d8581043bc67f97
Publikováno v:
Large-scale Assessments in Education, Vol 10, Iss 1, Pp 1-19 (2022)
Abstract 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 lar
Externí odkaz:
https://doaj.org/article/37e200e933d1440391e2a5c7b70ad806
Akademický článek
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Publikováno v:
Large-scale Assessments in Education, Vol 9, Iss 1, Pp 1-21 (2021)
Abstract Low examinee effort is a major threat to valid uses of many test scores. Fortunately, several methods have been developed to detect noneffortful item responses, most of which use response times. To accurately identify noneffortful responses,
Externí odkaz:
https://doaj.org/article/6d5b2652be9d4add93b172e86893770a