National Assessments of Educational Achievement

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https://hdl.handle.net/10986/35493

Effective assessment of student learning and achievement helps countries develop better policies for optimizing their human capital. The National Assessments of Educational Achievement book series introduces key concepts and trends in the area of student assessment, reviews the evidence on their effectiveness, and provides practical insights for policymakers and practitioners.

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Primer on Large-Scale Assessments of Educational Achievement
(Washington, DC: World Bank, 2021-04-26) Clarke, Marguerite; Luna-Bazaldua, Diego
To improve their education systems, countries around the world have increasingly initiated national largescale assessment programs or participated in international or regional large-scale assessment studies for the first time. Well-constructed large-scale assessments can provide credible information on student achievement levels, which, in turn, can promote better resource allocation to schools, stronger education service delivery, and improved learning outcomes. The World Bank developed this Primer on Large-Scale Assessments of Educational Achievement as a firststop resource for those wanting to understand how to design, administer, analyze, and use the results from these assessments of student achievement. The book addresses frequently asked questions from people working on large-scale assessment projects and those interested in making informed decisions about them. Each chapter introduces a stage in the assessment process and offers advice, guidelines, and country examples. This book also reports on emerging trends in large-scale assessment and provides updated information on regional and international large-scale assessment programs.
Analyzing Data from a National Assessment of Educational Achievement
(Washington, DC: World Bank, 2015-02) Shiel, Gerry; Cartwright, Fernando; Greaney, Vincent; Kellaghan, Thomas
This book is one of the five volumes in the National Assessments of Educational Achievement series, and provides step-by-step details on how to analyze data collected in a national assessment. Part I provides a general introduction to statistical analyses normally carried out in these large-scale assessments. These analyses cover measures of central tendency and dispersion, standard error, mean score comparisons, identifying low and high performers, correlation, introduction to regression, and charts and graphs. Part II includes item and test analysis using both classical test and item response theories. It covers analysis of pilot and final tests, treatment of missing data, differential item functioning, test dimensionality, linking national assessment results, rotated booklet designs, setting proficiency or performance levels, and scaling. An accompanying CD contains specially designed item and test analysis software (IATA), exercises and supporting data files for both parts of the volume. The five books in the series introduce key concepts in national assessments of student achievement levels, from policy issues to address when designing and carrying out assessments through test development, questionnaire design, sampling, organizing and carrying out data collection, data cleaning, statistical analysis, report writing, and using results to improve educational quality. This book will be of interest to assessment specialists of national, regional, and local educational institutions; researchers; and universities.
Implementing a National Assessment of Educational Achievement
(World Bank, 2012-02-10) Greaney, Vincent; Kellaghan, Thomas; Greaney, Vincent; Kellaghan, Thomas
This third volume in the five-part National Assessments of Educational Achievement series, focuses on practical issues in the implementation of a national assessment. These include the representation of key educational stakeholders, required personnel and facilities, and the sequence of administrative activities in implementing an assessment. Particular attention is focused on sampling, such as defining the population to be assessed, elements of sampling theory, and the selection of schools and students to take part in an assessment. Readers are guided through the selection of a sample by working on a set of concrete tasks presented in the text, using data files in an accompanying CD. One section of Volume 3 is devoted to typical tasks involved in preparing, validating and managing data. Users are expected to develop competence in data preparation skills by carrying out the practical exercises in the CD. They are also shown how to complete important pre-analysis steps such as compute survey weights, calculate means and their sampling errors, and how to deal with non-responses and oversize and undersize schools. This volume is intended primarily for teams who are responsible for conducting national assessments and graduate students interested in technical aspects of large-scale surveys.
Using the Results of a National Assessment of Educational Achievement
(World Bank, 2009) Murray, T. Scott; Kellaghan, Thomas; Greaney, Vincent
This book, the fifth and final volume of the National Assessments of Educational Achievement series, draws on the experiences of over forty countries that have implemented a national assessment. It considers the role of contextual factors which impinge on the use of assessment findings. The attachment of sanctions to performance on a national assessment and use of assessment results for accountability are discussed. Key components of a national assessment report are specified . Other instruments to communicate findings are described. Uses of national assessment findings for policy, management, teaching, and raising public awareness are described. A number of ways in which the use and value of national assessments could be optimized are proposed. This volume is intended primarily for teams who are responsible for conducting national assessments and policy makers responsible for the dissemination and use of national assessment results.
Developing Tests and Questionnaires for a National Assessment of Educational Achievement
(Washington, DC : World Bank, 2008) Anderson, Prue; Morgan, George
Developing tests and questionnaires for a national assessment of educational achievement addresses the design of two types of data collection instruments: student achievement tests and background questionnaires. Part one covers the development of an assessment framework and a test blueprint, item writing, pre testing, and final test layout. Part two delineates comparable stages and activities in the construction of background questionnaires, which are used to gather information from students, teachers, head teachers, or parents on variables that might help explain differences in student performance on the achievement test. Part three describes how to design a manual for test administration to help ensure that all students take the test under standardized conditions. The compact disc (CD) that accompanies this book offered examples of well-designed test items, questionnaire items, and administration manuals drawn from national and international assessments and is meant to showcase the variety of ways in which assessment teams have approached the design of these instruments.
Assessing National Achievement Levels in Education
(Washington, DC: World Bank, 2008) Greaney, Vincent; Kellaghan, Thomas
This introductory book describes the main features of national and international assessments, both of which became extremely popular tools for determining the quality of education in the 1990s and 2000s. This increase in popularity reflects two important developments. First, it reflects increasing globalization and interest in global mandates, including Education for All (UNESCO 2000). Second, it represents an overall shift in emphasis in assessing the quality of education from a concern with inputs (such as student participation rates, physical facilities, curriculum materials, and teacher training) to a concern with outcomes. This emphasis on outcomes can, in turn, be considered an expression of concern with the development of human capital in the belief (a) that knowledge is replacing raw materials and labor as resources in economic development and (b) that the availability of human knowledge and skills is critical in determining a country's rate of economic development and its competitiveness in an international market. The purposes and main features of national assessments are described in chapter 2. The reasons for carrying out a national assessment are considered in chapter 3, and the main decisions that have to be made in the design and planning of an assessment are covered in chapter 4. Issues (as well as common errors) to be borne in mind in the design, implementation, analysis, reporting, and use of a national assessment are identified in chapter 5. In chapter 6, international assessments of student achievement, which share many procedural features with national assessments (such as sampling, administration, background data collected, and methods of analysis), are described.