FEATURED RESEARCH PROJECT: ILSA Inc. How is the global ILSA industry shaping international data on learning outcomes?
ILSA Inc. How is the global ILSA industry shaping international data on learning outcomes? By Camilla Addey, Teachers College, Columbia University This blog presents the ILSAINC research project. Dr Addey has been funded a Marie Sklodowska-Curie Individual Fellowship, part of the Horizon 2020 Programme, by the European Commission to carry out this project. Dr Addey will be based at […]
By Gustavo E. Fischman (Arizona State University), Amy Topper (independent researcher) and Iveta Silova (Arizona State University) While analyzing publications for our study about the uses of International Large Scale Educational Assessments (ILSEAs) in policy making, it was evident that in spite of the obvious stylistic differences there was a strong tendency to use ILSEAs’ results […]
Dr Brenda Tay-Lim is a Programme Specialist at the UNESCO Institute for Statistics, with extensive experience working on educational assessments. Brenda is also a member of the Expert Advisory Group of the Laboratory of International Assessments Studies. We asked Brenda about her views on educational assessment and her involvement in the field. Interview with Brenda […]
An international symposium hosted by the Education Governance and Policy program of REDI, in collaboration with the Laboratory of International Assessment Studies Over the last two decades, international large-scale assessments (ILSAs) such as PISA and TIMSS have been exerting considerable influence on national education policies globally. Notable among these influences is the rise of national assessments […]
Dr Camilla Addey, Teachers College, Columbia University The development of International Large-Scale Assessments (ILSAs) over the last ten years illustrates a growing culture of trust in internationally comparative performance data – going from philosophical doubt and reluctance to compare learning outcomes as late as in the 1980s to unconditional trust in the validity and objectivity […]