METHODS AND POLICY USES OF INTERNATIONAL LARGE-SCALE ASSESSMENTS
International Education Assessments: Cautions, Conundrums, and Common Sense
Report Release and Panel Discussion
National Academy of Sciences 2101 Constitution Ave NW, Washington, DC April 6, 2018: 9 a.m. -12 p.m.
Results from international large-scale assessments (ILSAs) garner considerable attention in the media, academia, and among policy makers. Although there is widespread recognition that ILSAs can provide useful information, there is debate about what types of comparisons are the most meaningful and what could be done to assure more sound interpretations. To address these issues, the National Academy of Education (NAEd) assembled a Steering Committee to examine the future of ILSAs from a variety of disciplinary perspectives. The committee held two workshops, commissioned a series of papers, and will be producing a summary report.
The first workshop focused on the somewhat more technical methodological issues related to the design, analysis, and reporting of ILSAs. The second workshop moved into the less technical aspects of reporting, as well as interpretation, and policy uses of ILSAs. Commissioned papers, presentations, and a videocast are available for viewing below.
The project summary report will be published on the NAEd website on April 6, 2018.
Commissioned Papers on
International Large-Scale Assessments (ILSAs)
Leslie Rutkowski, Ph.D.,
Centre for Educational Measurement,
University of Oslo, Norway
The Analysis of International Large-Scale Assessments to Address Causal Questions in Education Policy
Anna K. Chmielewski and Elizabeth Dhuey,
University of Toronto
Questionnaire Development and Design for International Large-Scale Assessments (ILSAs): Current Practice, Challenges, and Recommendations
Nina Jude and Susanne Kuger,
Educational Quality and Evaluation
The German Institute for International Educational Research
Workshop Agendas, Linked Presentations, & Recordings
STEERING COMMITTEE MEMBERS
- Judith Singer (Chair)
- Henry Braun
- Anna Chmielewski
University of Toronto
- Richard Durán
University of California, Santa Barbara
- David Kaplan
University of Wisconsin-Madison
- Marshall “Mike” Smith
Carnegie Foundation for Advancement of Teaching
- Judith Torney-Purta
University of Maryland
Gregory White, Executive Director
The project and research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305U150003 to the National Academy of Education. The opinions expressed are those of the NAEd and authors and do not represent views of the Institute or the U.S. Department of Education.