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1st ed.

Washington, D. C. : World Bank Publications, 2021

1 online resource (163 pages)

ISBN 9781464816604 (electronic bk.)

ISBN 9781464816598

National Assessments of Educational Achievement Ser.

Print version: Clarke, Marguerite Primer on Large-Scale Assessments of Educational Achievement Washington, D. C. : World Bank Publications,c2021 ISBN 9781464816598

Front Cover -- Contents -- Foreword -- Preface -- Acknowledgments -- About the Authors -- Abbreviations -- Chapter 1 Introduction and Overview -- Why Does Assessment Matter? -- What Are Large-Scale Assessments of Educational Achievement? -- Why Are Large-Scale Assessments Important? -- What Will You Learn from This Primer? -- Annex 1A. Overview of Assessment Types -- References -- Additional Resources -- Chapter 2 How Are Results from Large-Scale Assessments Used? -- What Factors Affect the Use and Nonuse of Large-Scale Assessment Findings? -- What Are Some Common Policy Implications of Large-Scale Assessment Findings? -- Key Ideas -- References -- Chapter 3 What Resources Are Needed to Implement Large-Scale Assessments? -- Who Is Involved in Planning a National Large-Scale Assessment? -- How Much Does a National Large-Scale Assessment Cost? -- Key Ideas -- References -- Chapter 4 What Are the Key Decisions in Designing Large-Scale Assessments? -- Which Students Will Be Assessed? -- Will the Assessment Be Census Based or Sample Based? -- How Frequently Will the Assessment Be Administered? -- What Content Will the Assessment Cover? -- What Item Formats Will Be Used? -- In Which Language(s) Will the Assessment Be Administered? -- Will the Assessment Include a Background Questionnaire? -- How Will the Assessment Be Administered? -- What Should Be Included in the Test Administration Manual? -- How Should Students with Special Education Needs Be Assessed? -- Does the Assessment Need to Be Adapted over Time? -- What Other Technical Decisions Should Be Considered when Planning the Next Large-Scale Assessment Study? -- Key Ideas -- References -- Chapter 5 What Needs to Be Kept in Mind for the Implementation of Large-Scale Assessments? -- What Are the Main Considerations for Implementation?.

Box 2.1. Importance of Stakeholder Involvement: Latin America and New Zealand -- Box 2.2. Alignment of Large-Scale Assessment Content and the National Curriculum in Ghana -- Box 2.3. Domain Coverage Using a Rotated Booklet Design: Mexico -- Box 2.4. Role of Background Information in the Lao People’s Democratic Republic National Assessment -- Box 2.5. Investing in Technical Expertise in Indonesia -- Box 2.6. Communicating National Large-Scale Assessment Results in Peru -- Box 2.7. Use of National Large-Scale Assessment Results to Monitor Learning Goals in Brazil -- Box 2.8. Educational Reform in Nepal Using the 2018 National Assessment of Student Achievement -- Box 2.9. Motivating Curricular Reform Using International Large-Scale Assessments in Jordan -- Box 2.10. Using Large-Scale Assessment Results to Provide Feedback for Classroom Practice in Argentina -- Box 3.1. Saudi Arabia’s Education and Training Evaluation Commission -- Box 3.2. Malaysia’s Ministry of Education and the Malaysian Examinations Syndicate -- Box 3.3. Role of Centro de Medicion MIDE UC of the Pontificia Universidad Catolica de Chile in Supporting National and International Large-Scale Assessment Initiatives -- Box 3.4. Cost of Mexico’s National Assessment as Percentage of Federal Budget for Education -- Box 4.1. Sample-Based Assessment in the United States -- Box 4.2. Census- and Sample-Based Assessments: Chile and Brazil -- Box 4.3. Content Covered by Nepal’s National Assessment of Student Achievement, Grade 5, Nepali Language and Mathematics Assessments, 2018 -- Box 4.4. Item Writing Guidelines -- Box 4.5. The Importance of Item Piloting -- Box 4.6. Republic of Korea’s National Assessment of Educational Achievement Structure and Main Changes over Time -- Box 6.1. Example of an Item and Its Codebook Information -- Box 6.2. Scoring Rubrics.

Box 9.6. The Text Types and Cognitive Processes Assessed in the Southeast Asia Primary Learning Metrics 2019 Reading Literacy Assessment -- Box 9.7. Examples of Global Citizenship Subdomains Measured in the Southeast Asia Primary Learning Metrics 2019 Assessment -- Figures -- Figure 2.1. Programme for International Student Assessment: Percentage of Low-Achieving Students and Top Performers in Reading, 2009 and 2018 -- Figure 2.2. Programme for International Student Assessment Trends in Colombia: 2006-18 -- Figure 3.1. Chile’s National Assessment Agency Organizational Chart -- Figure 4.1. Open-Ended Reading Literacy Item from Southeast Asia Primary Learning Metrics, 2019 -- Figure 4.2. Example of Multiple-Choice Reading Literacy Item from Southeast Asia Primary Learning Metrics, 2019 -- Figure 5.1. National Large-Scale Assessment: Student Tracking Form -- Figure 5.2. Example of a Test Administration Form -- Figure 6.1. Results of Chile’s National Large-Scale Assessment, According to State -- Figure 6.2. Peru’s National Large-Scale Assessment Results, According to Rural versus Urban Location, 2016 and 2018 -- Figure 7.1. Comparison of Student Subgroups from India’s 2015 National Achievement Survey -- Figure 7.2. Comparison of Response Profiles for Low- and High-Performing States on India’s 2017 National Achievement Survey -- Figure 7.3. Comparison of Class V Mean Student Performance in Language, According to State, from India’s 2017 National Achievement Survey -- Figure 8.1. Trends in International Mathematics and Science Study 2019 Grade 4 Performance, According to International Benchmarks of Mathematics Achievement -- Figure 8.2. Progress in International Reading Literacy Study 2016 Performance, According to International Benchmarks of Reading Achievement.

What Are Some Important Issues to Consider during the Assessment Administration? -- Key Ideas -- References -- Chapter 6 What Are the Critical Steps in the Analysis of Large-Scale Assessment Data? -- How Are Tests and Questionnaires Scored and Coded? -- What Are Sampling Weights? -- What Are Common Ways to Describe Student Achievement? -- What Are Some Basic Analyses to Determine Which Factors Affect Student Achievement? -- What Are Test Score Validity and Reliability? -- Should Assessment Data, Codebooks, and Technical Reports Be Made Publicly Available? -- Key Ideas -- References -- Chapter 7 How Can Effective Communication of Large-Scale Assessment Results Be Ensured? -- What Are Some Key Guidelines for Reporting Results? -- What Should Be Covered in the Main Report of Large-Scale Assessment Results? -- What Are Other Ways to Communicate Large-Scale Assessment Results? -- Key Ideas -- References -- Chapter 8 What Are the Main International Large-Scale Student Assessments? -- Trends in International Mathematics and Science Study -- Progress in International Reading Literacy Study -- Programme for International Student Assessment -- Annex 8A. Overview of Key Features -- References -- International Assessment Organization Websites -- Chapter 9 What Are the Main Regional Large-Scale Student Assessments? -- Southern and Eastern Africa Consortium for Monitoring Educational Quality -- Programme d’Analyse des Systemes Educatifs de la CONFEMEN -- Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion -- Pacific Islands Literacy and Numeracy Assessment -- Southeast Asia Primary Learning Metrics -- References -- Regional Assessment Organization Websites -- Glossary of Technical Terms -- Boxes -- Box 1.1. A Quick Approach to Distinguishing among the Three Assessment Types -- Box 1.2. Key Questions That Large-Scale Assessments Answer.

Box 2.1. Importance of Stakeholder Involvement: Latin America and New Zealand -- Box 2.2. Alignment of Large-Scale Assessment Content and the National Curriculum in Ghana -- Box 2.3. Domain Coverage Using a Rotated Booklet Design: Mexico -- Box 2.4. Role of Background Information in the Lao People’s Democratic Republic National Assessment -- Box 2.5. Investing in Technical Expertise in Indonesia -- Box 2.6. Communicating National Large-Scale Assessment Results in Peru -- Box 2.7. Use of National Large-Scale Assessment Results to Monitor Learning Goals in Brazil -- Box 2.8. Educational Reform in Nepal Using the 2018 National Assessment of Student Achievement -- Box 2.9. Motivating Curricular Reform Using International Large-Scale Assessments in Jordan -- Box 2.10. Using Large-Scale Assessment Results to Provide Feedback for Classroom Practice in Argentina -- Box 3.1. Saudi Arabia’s Education and Training Evaluation Commission -- Box 3.2. Malaysia’s Ministry of Education and the Malaysian Examinations Syndicate -- Box 3.3. Role of Centro de Medicion MIDE UC of the Pontificia Universidad Catolica de Chile in Supporting National and International Large-Scale Assessment Initiatives -- Box 3.4. Cost of Mexico’s National Assessment as Percentage of Federal Budget for Education -- Box 4.1. Sample-Based Assessment in the United States -- Box 4.2. Census- and Sample-Based Assessments: Chile and Brazil -- Box 4.3. Content Covered by Nepal’s National Assessment of Student Achievement, Grade 5, Nepali Language and Mathematics Assessments, 2018 -- Box 4.4. Item Writing Guidelines -- Box 4.5. The Importance of Item Piloting -- Box 4.6. Republic of Korea’s National Assessment of Educational Achievement Structure and Main Changes over Time -- Box 6.1. Example of an Item and Its Codebook Information -- Box 6.2. Scoring Rubrics.

Box 7.1. Features That a National Large-Scale Assessment Can Highlight -- Box 7.2. Policy Implications of National Large-Scale Assessment Results in the Republic of Korea -- Box 7.3. Online Dissemination of National Large-Scale Assessment Findings in Peru -- Box 8.1. How Much Does It Cost to Participate in an International Large-Scale Assessment? Why Participate? -- Box 8.2. Sample of Trends in International Mathematics and Science Study 2019 Key Findings -- Box 8.3. Other Trends in International Mathematics and Science Study Assessments -- Box 8.4. Experience of the Russian Federation with the Trends in International Mathematics and Science Study -- Box 8.5. Sample of Progress in International Reading Literacy Study 2016 Key Findings -- Box 8.6. Other Progress in International Reading Literacy Study Assessments -- Box 8.7. Georgia’s Experience with the Progress in International Reading Literacy Study -- Box 8.8. Other Programme for International Student Assessment Assessments -- Box 8.9. Translation and Adaptation of International Large-Scale Assessments -- Box 9.1. Areas Assessed in Programme d’Analyse des Systemes Educatifs de la CONFEMEN 2014 -- Box 9.2. Content Domains and Cognitive Processes Assessed in the Third Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion Reading Assessment -- Box 9.3. Content Domains and Cognitive Processes Assessed in the Third Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion Mathematics Assessment -- Box 9.4. Content Domains and Cognitive Processes Assessed in the Third Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion Science Assessment -- Box 9.5. Cognitive Processes Assessed in the Southeast Asia Primary Learning Metrics 2019 Mathematical Literacy Assessment.

Figure 8.3. Programme for International Student Assessment 2018 Distribution of Average Reading, Mathematics, and Science Scores.

What Are Some Important Issues to Consider during the Assessment Administration? -- Key Ideas -- References -- Chapter 6 What Are the Critical Steps in the Analysis of Large-Scale Assessment Data? -- How Are Tests and Questionnaires Scored and Coded? -- What Are Sampling Weights? -- What Are Common Ways to Describe Student Achievement? -- What Are Some Basic Analyses to Determine Which Factors Affect Student Achievement? -- What Are Test Score Validity and Reliability? -- Should Assessment Data, Codebooks, and Technical Reports Be Made Publicly Available? -- Key Ideas -- References -- Chapter 7 How Can Effective Communication of Large-Scale Assessment Results Be Ensured? -- What Are Some Key Guidelines for Reporting Results? -- What Should Be Covered in the Main Report of Large-Scale Assessment Results? -- What Are Other Ways to Communicate Large-Scale Assessment Results? -- Key Ideas -- References -- Chapter 8 What Are the Main International Large-Scale Student Assessments? -- Trends in International Mathematics and Science Study -- Progress in International Reading Literacy Study -- Programme for International Student Assessment -- Annex 8A. Overview of Key Features -- References -- International Assessment Organization Websites -- Chapter 9 What Are the Main Regional Large-Scale Student Assessments? -- Southern and Eastern Africa Consortium for Monitoring Educational Quality -- Programme d’Analyse des Systemes Educatifs de la CONFEMEN -- Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion -- Pacific Islands Literacy and Numeracy Assessment -- Southeast Asia Primary Learning Metrics -- References -- Regional Assessment Organization Websites -- Glossary of Technical Terms -- Boxes -- Box 1.1. A Quick Approach to Distinguishing among the Three Assessment Types -- Box 1.2. Key Questions That Large-Scale Assessments Answer.

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