Critical perspectives on large-scale assessments: Methodological innovations, validity, and societal implications

Group Submission Type: Paper Session

Description of Session

This session examines the multifaceted nature of large-scale educational assessments, focusing on their methodologies, societal impacts, and implications for education policy. One paper presents a critical cartography of international large-scale assessments, analyzing their theoretical foundations, cultural adaptations, and alignment with 21st-century educational goals. Another study explores the validity and reliability of socioeconomic status (SES) indicators in regional assessments, emphasizing the challenges of ensuring cross-country comparability while addressing issues of equity and data justice. The final paper investigates the influence of students' future outlooks on their academic aspirations, using data from civic education assessments to explore the interplay between societal pessimism and individual educational goals. Together, these papers provide a comprehensive view of how large-scale assessments can inform and challenge educational practices and policies globally.

Sub Unit

• Large-Scale Cross-National Studies in Education SIG

Chair

• Andres Fernandez-Vergara, University of California, Los Angeles

Individual Presentations

• A critical cartography of large-scale international assessments - Valerie Vinuesa, CONFEMEN; Gabriela QUINTELA DO CARMO, Université de Sherbrooke; HILAIRE GUY HOUNKPODOTE, CONFEMEN

• Education in the changing society: The negative effect of pessimistic future outlooks on optimism about personal future and academic aspirations - Žan Lep, Educational Research Institute (Pedagoški inštitut) 68705093; Eva Klemencic Mirazchiyski, Educational Research Institute (Pedagoški inštitut) 68705093; Žiga Mekiš Recek, Department of Psychology, Faculty of Arts, University of Ljubljana

• Validity and reliability of Socioeconomic Status measurement in a regional ILSA using a causal-formative model. - Andres Fernandez-Vergara, University of California, Los Angeles