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

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 Köller ( 2009 ). We focus on methodological challenges in deciding what t...

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Bibliographic Details
Published in:Psychometrika 2009-06, Vol.74 (2), p.367-374, Article 367
Main Authors: Hickendorff, Marian, Heiser, Willem J., van Putten, Cornelis M., Verhelst, Norman D.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic standards
Assessment
Behavioral Science and Psychology
Biological and medical sciences
Classrooms
Core curriculum
Curricula
Educational Environment
Educational objectives
Fundamental and applied biological sciences. Psychology
Humanities
Law
Learning
Mathematics
Mathematics Education
Measurement
Measures (Individuals)
Multiplication & division
Outcomes of Education
Primary Education
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychometrics
Psychometrics. Statistics. Methodology
Statistical Theory and Methods
Statistics for Social Sciences
Statistics. Mathematics
Students
Testing and Evaluation
Textbooks
Theory and Methods
Trend Analysis
Trends
Validity
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Summary: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 Köller ( 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.
ISSN:0033-3123
1860-0980
DOI:10.1007/s11336-009-9124-1