How robust are cross-country comparisons of PISA scores to the scaling model used?

The Programme for International Student Assessment (PISA) is an important international study of 15‐olds' knowledge and skills. New results are released every 3 years, and have a substantial impact upon education policy. Yet, despite its influence, the methodology underpinning PISA has received...

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Autores: Jerrim, John, Parker, Philip, Choi Mendizábal, Álvaro B. (Álvaro Borja), Chmielewski, Anna Katyn, Sälzer, Christine, Shure, Nikki
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2018
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/130879
Acceso en línea:https://hdl.handle.net/2445/130879
Access Level:acceso abierto
Palabra clave:Rendiment acadèmic
Avaluació educativa
Mètode comparatiu
Academic achievement
Educational evaluation
Comparative method
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spelling How robust are cross-country comparisons of PISA scores to the scaling model used?Jerrim, JohnParker, PhilipChoi Mendizábal, Álvaro B. (Álvaro Borja)Chmielewski, Anna KatynSälzer, ChristineShure, NikkiRendiment acadèmicAvaluació educativaMètode comparatiuAcademic achievementEducational evaluationComparative methodThe Programme for International Student Assessment (PISA) is an important international study of 15‐olds' knowledge and skills. New results are released every 3 years, and have a substantial impact upon education policy. Yet, despite its influence, the methodology underpinning PISA has received significant criticism. Much of this criticism has focused upon the psychometric scaling model used to create the proficiency scores. The aim of this article is to therefore investigate the robustness of cross‐country comparisons of PISA scores to subtle changes to the underlying scaling model used. This includes the specification of the item‐response model, whether the difficulty and discrimination of items are allowed to vary across countries (item‐by‐country interactions) and how test questions not reached by pupils are treated. Our key finding is that these technical choices make little substantive difference to the overall country‐level results.John Wiley & Sons2018info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2445/130879Articles publicats en revistes (Economia)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésVersió postprint del document publicat a: https://doi.org/10.1111/emip.12211Educational Measurement-Issues And Practice, 2018, vol. 37, num. 4, p. 28-39https://doi.org/10.1111/emip.12211(c) National Council on Measurement in Education, 2018info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1308792026-05-27T06:46:51Z
dc.title.none.fl_str_mv How robust are cross-country comparisons of PISA scores to the scaling model used?
title How robust are cross-country comparisons of PISA scores to the scaling model used?
spellingShingle How robust are cross-country comparisons of PISA scores to the scaling model used?
Jerrim, John
Rendiment acadèmic
Avaluació educativa
Mètode comparatiu
Academic achievement
Educational evaluation
Comparative method
title_short How robust are cross-country comparisons of PISA scores to the scaling model used?
title_full How robust are cross-country comparisons of PISA scores to the scaling model used?
title_fullStr How robust are cross-country comparisons of PISA scores to the scaling model used?
title_full_unstemmed How robust are cross-country comparisons of PISA scores to the scaling model used?
title_sort How robust are cross-country comparisons of PISA scores to the scaling model used?
dc.creator.none.fl_str_mv Jerrim, John
Parker, Philip
Choi Mendizábal, Álvaro B. (Álvaro Borja)
Chmielewski, Anna Katyn
Sälzer, Christine
Shure, Nikki
author Jerrim, John
author_facet Jerrim, John
Parker, Philip
Choi Mendizábal, Álvaro B. (Álvaro Borja)
Chmielewski, Anna Katyn
Sälzer, Christine
Shure, Nikki
author_role author
author2 Parker, Philip
Choi Mendizábal, Álvaro B. (Álvaro Borja)
Chmielewski, Anna Katyn
Sälzer, Christine
Shure, Nikki
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv Rendiment acadèmic
Avaluació educativa
Mètode comparatiu
Academic achievement
Educational evaluation
Comparative method
topic Rendiment acadèmic
Avaluació educativa
Mètode comparatiu
Academic achievement
Educational evaluation
Comparative method
description The Programme for International Student Assessment (PISA) is an important international study of 15‐olds' knowledge and skills. New results are released every 3 years, and have a substantial impact upon education policy. Yet, despite its influence, the methodology underpinning PISA has received significant criticism. Much of this criticism has focused upon the psychometric scaling model used to create the proficiency scores. The aim of this article is to therefore investigate the robustness of cross‐country comparisons of PISA scores to subtle changes to the underlying scaling model used. This includes the specification of the item‐response model, whether the difficulty and discrimination of items are allowed to vary across countries (item‐by‐country interactions) and how test questions not reached by pupils are treated. Our key finding is that these technical choices make little substantive difference to the overall country‐level results.
publishDate 2018
dc.date.none.fl_str_mv 2018
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/130879
url https://hdl.handle.net/2445/130879
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1111/emip.12211
Educational Measurement-Issues And Practice, 2018, vol. 37, num. 4, p. 28-39
https://doi.org/10.1111/emip.12211
dc.rights.none.fl_str_mv (c) National Council on Measurement in Education, 2018
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) National Council on Measurement in Education, 2018
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv John Wiley & Sons
publisher.none.fl_str_mv John Wiley & Sons
dc.source.none.fl_str_mv Articles publicats en revistes (Economia)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.300719

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