How to Measure and Explain Achievement Change in Large-Scale Assessments: A Rejoinder.
In this rejoinder, we discuss substantive and methodological validity issues of large-scale assessments of trends in student achievement, commenting on the discussion paper by Van den Heuvel-Panhuizen, Robitzsch, Treffers, and Köller (2009). We focus on methodological challenges in deciding what to measure, how to measure it, and how to foster stability. Next, we discuss what to do with trends that are found. Finally, we reflect on how the research findings were received.
Hickendorff
Marian
M
Heiser
Willem J
WJ
van Putten
Cornelis M
CM
Verhelst
Norman D
ND