What drives participation in international educational assessments?
By Camilla Addey. It is widely argued that internationally comparable data is needed to inform policy processes and benchmark educational progress, but scholarly research in International Assessment Studies suggests that countries participate for reasons that go well beyond accountability and policy. The rationales for participation will be discussed in a group discussion – ‘Why do […]
Talking sense or talking power in cross-cultural assessments?
Professor Ron Hambleton of the University of Massachusetts Amherst has recently prepared a video (below) on ‘Adapting Psychological and Educational Assessments for Use in Multiple Languages and Cultures’ for the Laboratory of International Assessment Studies ESRC seminar on ‘The Challenges of Diversity’ (Lima, July 2015). In this short blog post, Bryan Maddox writes a reply. […]