Primer on Large-Scale Assessments of Educational Achievement

Page 81

What Are the Key Decisions in Designing Large-Scale Assessments?

and that have influenced the assessment’s design (Ra, Kim, and Rhee 2019). The NAEA provides an important example of how the design of a large-scale assessment can adapt to the broader context over time and still be effective (box 4.6).

BOX 4.6. Republic of Korea’s National Assessment of Educational Achievement Structure and Main Changes over Time Formulation of National Assessment of Educational Achievement (NAEA) master plan (1998–2002) • Master plan proposed assessment of two to three subjects per year. • Assessment implementation started in 2000, including national samples of students at the end of elementary school (grade 6), middle school (grade 9), and the second year of high school (grade 12). NAEA eventually switched its focus from grade 12 to cover first-year high school students (grade 11). • Assessment results were provided to students. Methodological changes in NAEA (2003–06) • Standard-setting procedures were used to define achievement levels. • Common item designs were used to equate assessment scores and analyze achievement trends over time. • Sampling design was systematized to increase generalization of assessment results. Preparation for census-based assessment (2007–08) • Before 2006, approximately 1 percent of students in assessed grades were sampled nationwide. • The sample size increased to cover 3 percent of the student population by 2006. Further sample size increases to 4 percent and 5 percent were implemented in 2007 and 2008, respectively. Census-based assessment (2009–12) • NAEA became a census-based assessment in 2009. • Assessment dates changed from October to July to cover the remedial education period of the school year. • Assessment coverage changed from the first to the second year of high school. • Information on school achievement was made publicly available. • Individual assessment reports were provided to students, teachers, and parents. Reduction of grades in census-based assessment (2013–16) • Elementary schools no longer took part in census-based NAEA. • Number of assessed subjects in middle school decreased from five (Korean language, mathematics, science, social studies, and English) to three (Korean language, mathematics, and English) in the census-based assessment. Return to sample-based assessment (2017-present) • NAEA became a sample-based assessment again covering middle and high school grades. Source: Ra, Kim, and Rhee 2019.

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Glossary of Technical Terms

7min
pages 159-163

Asia Primary Learning Metrics 2019 Assessment

1min
page 155

Primary Learning Metrics 2019 Reading Literacy Assessment

1min
page 154

Benchmarks for Grades 4 and 6

2min
page 149

Metrics 2019 Mathematical Literacy Assessment

4min
pages 152-153

CONFEMEN 2014

1min
page 142

Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN

2min
page 141

Assessment, 2000–18

1min
page 131

Eastern Africa Consortium for Monitoring Educational Quality

2min
page 138

8.9 Translation and Adaptation of International Large-Scale Assessments

2min
page 130

Study, 2001–16

1min
page 125

Mathematics and Science Study

2min
page 124

International Mathematics and Science Study

4min
pages 119-120

References

1min
pages 115-116

Chapter 8. What Are the Main International Large-Scale Student Assessments?

1min
page 117

Achievement Survey

1min
page 109

What Are Other Ways to Communicate Large-Scale Assessment Results?

2min
page 112

Chapter 7. How Can Effective Communication of Large-Scale Assessment Results Be Ensured?

1min
page 105

7.1 Features That a National Large-Scale Assessment Can Highlight

3min
pages 107-108

References

1min
page 104

Assessment According to Sex

2min
page 97

Key Ideas

1min
page 103

Student Achievement?

2min
page 99

6.2 Scoring Rubrics

2min
page 95

6.1 Example of an Item and Its Codebook Information

1min
page 94

References

1min
page 92

Key Ideas

1min
page 91

Administration?

2min
page 89

Structure and Main Changes over Time

1min
page 81

5.1 National Large-Scale Assessment: Student Tracking Form

1min
page 88

References

1min
page 84

What Should Be Included in the Test Administration Manual?

2min
page 79

How Will the Assessment Be Administered?

1min
page 78

4.5 The Importance of Item Piloting

2min
page 75

4.4 Item Writing Guidelines

1min
page 74

Chapter 4. What Are the Key Decisions in Designing Large-Scale Assessments?

1min
page 67

References

1min
page 66

Key Ideas

1min
page 65

3.2 National Large-Scale Assessment Funding Checklist

2min
pages 63-64

Team Personnel

2min
page 60

Católica de Chile in Supporting National and International Large-Scale Assessment Initiatives

9min
pages 56-59

3.1 Saudi Arabia’s Education and Training Evaluation Commission

2min
page 54

Syndicate

1min
page 55

References

4min
pages 49-52

Key Ideas

1min
page 48

Goals in Brazil

2min
page 43

2.6 Communicating National Large-Scale Assessment Results in Peru

2min
page 41

National Assessment

1min
page 39

Practice in Argentina

2min
page 47

What Are Some Common Policy Implications of Large-Scale Assessment Findings?

2min
page 42

9.3 Proportion of Students in Each Reading Proficiency Level in Grade

2min
page 27

2.5 Investing in Technical Expertise in Indonesia

2min
page 40

What Will You Learn from This Primer?

2min
page 32
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