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International Comparative Studies in Education Descriptions of Selected Large-Scale Assessments and Case Studies (1995) / Chapter Skim
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International Assessment of Educational Progress
Pages 48-57

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From page 48...
... The United States joined with the five other countries to explore the feasibility of reducing the time and money requirements for international comparative studies by capitalizing on the National Assessment of Educational Progress materials and procedures. TAEP-T permitted interested countries to experiment with NAEP technologies to determine their appropriateness for local evaluation projects.
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From page 49...
... Through this optional geography component, participants hoped to identify behaviors and practices that contribute to high levels of achievement, so that education policy makers would have information that might enable them to improve domestic performance in concert with national educational goals. Organization and Management International Assessment of Educational Progress - I: A project director, located at the Educational Testing Service, worked in collaboration with the National Foundation for Educational Research (UK)
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From page 50...
... Twenty countries assessed the mathematics and science achievement of 13-year-olds; of these 20 countries, nine countries also administered the optional geography component: Canada eight out of 10 provinces Hungary all students Ireland all students Korea all students Scotland all students Slovenia all students Soviet Union 14 out of 15 republics, Russian-language schools Spain all regions except Cataluna, Spanish-language schools United States all students Sample International Assessment of Educational Progress - I: A random sample of about 2,000 students from 100 different schools was selected from each population. In the United States, the sample size was about 1,000 students in 200 schools.
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From page 51...
... Procedures al Summary of ConteM International Assessment of Educational Progress - I: All countries and provinces followed standardized administration procedures and administered the assessments during February 1988. International Assessment of Educational Progress - Il: Participants recognized fundamental differences from country to country, but assembled tests Mat focus on common curriculum elements.
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From page 52...
... Educational Testing Service measurement specialists worked with colleagues from five other countries to translate and adapt techniques used in the United States for the National Assessment of Educational Progress. Achievement results that permit comparisons and present valid and reliable findings were presented in A World of Differences: An International Assessment of Mathematics and Science.
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From page 53...
... reflects only Me curricular elements common to all participating countries. Data analysis carried out between September and December 1991 involved checking dimensionality of the mathematics and science items at each age level through factor analysis techniques and item calibration on each of the dimensions established; computation of item and average percents correct; ability scoring using Me plausible-values technology developed for the NAEP study; scale anchoring; and linkage of the two age groups.
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From page 54...
... They will be published by the National Science Foundation. Timetable International Assessment of Educational Progress - I: International Comparative Studies - 54 Winter 1994-95
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From page 55...
... efforts at standard setting and curriculum reform will be published by the National Science Foundation. International Assessment of Educational Progress - I: Funding was provided by the U.S.
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From page 56...
... Department of Education's National Center for Education Statistics provided a grant for the expenses of overall coordination, sampling, data analysis, and reporting. The Carnegie Corporation provided additional funds to cover the travel expenses of some of the participants who could not meet the financial burdens of traveling to the project's coordination and training meetings, held in Canada, England, France, Hong Kong, and He United States.
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From page 57...
... 1992 Second International Assessment of Educational Progress. Status report prepared for the Board on International Comparative Studies in Education.
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Key Terms

  • international assessment
  • testing service
  • educational testing
  • comparative studies
  • iaep technical

  • international comparative
  • national assessment
  • item response
  • response theory
  • technical report

  • participating countries
  • using item
  • participating populations
  • geography component
  • optional geography

  • acquired support
  • theory technology
  • reference population
  • countries assessed
  • local data

  • technology developed
  • science achievement
  • factors associated
  • nine countries
  • random sample

  • data analysts
  • analysis involved
  • education statistics
  • assessed mathematics
  • twenty countries


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