International Adult Literacy Survey (IALS): An analysis of international comparisons of adult literacy

Blum, Alain; Goldstein, Harvey; Guérin-Pace, France

doi:10.1080/09695940123977

Cited by 41 publications

(7 citation statements)

References 4 publications

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“…They comment that although PISA spends a great deal of time over translation and attempting to adapt to country specific features, language differences are still important and prevent international comparability of data. This backs up other work in this area (see for example, Blum et al, 2001). The authors appear to adopt a fairly pessimistic view of the use of anchoring vignettes and call for careful research before adoption.…”

Section: Marksteiner Et Almentioning

confidence: 56%

PISA and the globalisation of education: a critical commentary on papers published in AIE special issue 4/2019

Goldstein

2019

Assessment in Education: Principles, Policy & Practice

Self Cite

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I congratulate the guest editors, Caro & Kyriakides, (2019), on an interesting collection of papers on PISA; its achievements and possibilities. Some of these articles will serve as useful reference works for future research. As has been the case since the start of PISA in 2000, its implementation and published results have often been controversial and some of this controversy is reflected in these papers. The editors themselves provide a brief summary of each paper and I will not attempt to replicate that. Rather I will focus on how far the papers increase our understanding of what PISA does and how much it contributes to scientific knowledge, and also the extent to which each paper's authors address some of the broad questions of validity and impact. I will start by offering critical comments on each paper and then provide a general review that will attempt to evaluate the global role that PISA continues to play.

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Section: Marksteiner Et Almentioning

confidence: 56%

PISA and the globalisation of education: a critical commentary on papers published in AIE special issue 4/2019

Goldstein

2019

Assessment in Education: Principles, Policy & Practice

Self Cite

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“…We continue to find a sizeable difference in PISA scores even in bilingual schools, where some students took the test in English and others took the test in Welsh. One plausible alternative explanation is that our findings may reflect a problem with translation, with authors such as Blum et al (2001) Estimation method: OLS and 2SLS. The instrument is student's language at home and the other variables in the estimation.…”

Section: Discussionmentioning

confidence: 91%

The impact of test language on PISA scores. New evidence from Wales

Jerrim

López-Agudo

Gutiérrez

2022

British Educational Res J

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In this paper we investigate the link between the language in which pupils take the Programme for International Student Assessment (PISA) test and the scores they achieve in this assessment, focusing upon the case of Wales. Using five rounds of PISA data and an instrumental variable approach, we show how pupils who took the test in Welsh score around 0.3 standard deviations (30 PISA test points) lower in reading, mathematics and science than their peers who took the test in English. This finding is robust to different model specifications and statistical approaches. We argue that this may indicate that the academic performance of teenagers in Wales may be underestimated in PISA -particularly amongst those who take this test in Welsh. K E Y W O R D Shome language, PISA, test language, Wales | 421 THE IMPACT OF TEST LANGUAGE ON PISA SCORES. NEW EVIDENCE FROM WALES Notes: All OECD recommended practices (final student weights and balanced repeated replication (BRR) weights) have been employed. The "-" indicates that there are no data for that region in the PISA cycle.

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“…A similar analysis using the International Adult Literacy Survey responses in English and French versions showed that the differences in item difficulty between the individuals who take the different versions of the survey can be attributable to the translation issues (Blum et al 2001). Investigations of the items that are problematic in item difficulty revealed translation errors that changed individuals' understanding of the question (Blum et al 2001).…”

Section: Equivalency Of Items Adapted To Different Cultures By Internmentioning

confidence: 95%

Comparability of teachers’ educational background items in TIMSS: a case from Turkey

2021

Large-scale Assess Educ

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Large-scale international assessment studies such as Trends in International Mathematics and Science Study (TIMSS) or Programme for International Student Assessment (PISA) provide researchers and policy makers the opportunity to conduct secondary analyses to answer questions related to educational outcomes and compare the impact of certain inputs on student outcomes across countries. These comparisons are made under the assumption that the questionnaire items translated to different languages are understood in the same way by its participants. Presenting a case from Turkey, this paper shows that equivalency of questionnaire items is not always achieved. The case explores demographic information related to teacher preparation and the sample is drawn from eighth grade science and mathematics teachers participated in TIMSS 2007, 2011, and 2015 in Turkey. Descriptive analysis of data collected from these teachers and comparisons across subjects and years show that teachers may have misunderstood a question regarding their major, thus limiting potential claims related to teacher preparation in Turkey. Researchers and policy analyst who use secondary data collected by international assessment studies should be aware of such comparability issues in adapted items prior to conducting any secondary analyses.

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International Adult Literacy Survey (IALS): An analysis of international comparisons of adult literacy

Cited by 41 publications

References 4 publications

PISA and the globalisation of education: a critical commentary on papers published in AIE special issue 4/2019

PISA and the globalisation of education: a critical commentary on papers published in AIE special issue 4/2019

The impact of test language on PISA scores. New evidence from Wales

Comparability of teachers’ educational background items in TIMSS: a case from Turkey

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