How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder

被引：3
|
作者：
Hickendorff, Marian [1 ]
Heiser, Willem J. [1 ]
van Putten, Cornelis M. [1 ]
Verhelst, Norman D. [1 ]
机构：
[1] Leiden Univ, Div Methodol & Psychometr, Inst Psychol Res, NL-2300 RB Leiden, Netherlands
来源：
PSYCHOMETRIKA | 2009年 / 74卷 / 02期
关键词：
mathematics education; assessment of trends; complex division; curriculum assessment;
D O I：
10.1007/s11336-009-9124-1
中图分类号：
O1 [数学];
学科分类号：
0701 ; 070101 ;
摘要：
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 Koller (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.
引用
收藏
页码：367 / 374
页数：8
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