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- W4246424593 abstract "This chapter deals with international assessments from a language‐specific (first and second language [L1 and L2]) as well as a methodological and policy‐related perspective. Starting with the systematic and comparative assessments initiated in the late 1950s by the International Association for the Assessment of Educational Achievement (IEA), attention is also given to surveys conducted within the Organization for Economic Cooperation and Development (OECD) and the European Union (EU). Studies touched upon include the Six Subject Survey in the 1970s; the Study of Written Composition in the late 1980s; the Programme for International Student Achievement (PISA) and the Progress in International Reading Literacy Study (PIRLS) in the 2000s; a 2002 survey of English proficiency at the end of compulsory education in eight European countries, initiated by the European Network of Policy Makers for the Evaluation of Education Systems; Building a European Bank of Anchor Items for Foreign Language Skills (EBAFLS), funded by the EU in 2004–7; and finally the European Survey on Language Competences (ESLC), conducted in 2011. A wide range of issues and discussions related to international assessments is dealt with, and partly expanded on, encompassing definitions of purpose and construct (the latter partly related to the Common European Framework of Reference for Languages [CEFR]), task development, aspects of translation, sampling and scoring procedures, and administration forms, as well as analytical options and choices, interpretation and dissemination of results, and, last but not least, different aspects of consequences for different stakeholders, or impact in a wide sense, at individual, educational, and societal levels." @default.
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- W4246424593 date "2013-11-11" @default.
- W4246424593 modified "2023-10-16" @default.
- W4246424593 title "International Assessments" @default.
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- W4246424593 doi "https://doi.org/10.1002/9781118411360.wbcla052" @default.
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