Analyzing Large-Scale Studies: Benefits and Challenges

Frontiers in Psychology

article

Bernhard Ertl¹  Florian G. Hartmann²  Jörg-Henrik Heine³ 

[1] Department of Human Sciences, Institute for Education, Universität der Bundeswehr München;Department of Human Sciences, Methodology in the Social Sciences, Institute for Education, Universität der Bundeswehr München;Center for International Student Assessment, TUM School of Education, Technical University of Munich

关键词: large-scale assessments;    ILSA;    PISA;    PIAAC;    NEPS;    educational psychology;    learning and teaching;   

DOI  :  10.3389/fpsyg.2020.577410

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The analysis of (inter)national large-scale assessments (LSAs) promises representativity oftheir results and statistical power and has the ability to reveal even minor effects. LSAs’international grounding verifies previous findings that might previously have been biased by theirfocus on Western and industrialized countries. This contribution will discuss these promises,contextualizing them via methodical challenges and interpretation caveats that are able to tapthe potential of LSAs for educational psychology. Evidence of this contribution is grounded inprevious analyses of Program for International Student Assessment (PISA; Schleicher, 2019) andProgram for the International Assessment of Adult Competencies (PIAAC; OECD, 2013), twointernationally repeated cross-sectional studies. Many aspects we bring up can also apply to severalother international large-scale studies, such as TIMSS, PIRLS, and ICILS.1 We also refer to thenational longitudinal study German National Educational Panel Study (NEPS; Blossfeld et al., 2011)to include a perspective on longitudinal studies in this paper. Implications for large-scale studieswithin the context of learning and teaching round off our paper in its closing section.

【 授权许可】

CC BY