Uses and Interpretations of International Assessment Data: Perspectives From the International Academy of Education

Session Type: Invited Session

Abstract

International assessments of student learning outcomes such as the Programme for International Student Assessment (PISA) or the Trends in International Mathematics and Science Study (TIMSS) receive much attention in education planning and policy circles within the participating countries. Results from these assessments have been used to examine educational outcome trends, evaluate effectiveness of education systems, identify inequities in educational achievement within countries, and compare education systems worldwide. Presenters in this session, will describe different uses of four international assessments of student outcomes, discuss limitations in data and inferences from international assessments, and examine cross-national use of different indicators such as socio-economic status, collaborative problem solving and value added by higher education. Presenters are five distinguished researchers, all fellows of the IAE from five different countries.

Sub Unit

• International Academy of Education - IAE

Chair

• Maria De Ibarrola, Departamento de Investigaciones Educativas Center for Advanced Studies and Research

Papers

• The Uses of PISA (Programme for International Student Assessment) in Mexico: 2000-2012 - Sylvia Schmelkes, Instituto Nacional para la Evaluacion de la Educación; Maria De Ibarrola, Departamento de Investigaciones Educativas Center for Advanced Studies and Research

• Validity of Inferences From International Assessments: Cautions About Two Typical Uses of International Assessment Data - Kadriye Ercikan, The University of British Columbia

• Using International Assessments to Investigate Cognitive Performance Differentials by Socioeconomic Status - Servaas Van der Berg, Stellenbosch University

• Measuring College Value-Added: A Delicate Instrument - Richard J. Shavelson, SK Partners & Stanford University

• Collaborative Problem Solving in Different National Settings - Patrick E. Griffin, University of Melbourne