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Comparison of Studies: Comparing Design and Constructs, Aligning Measures, Integrating Data, Cross-validating Findings

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International Handbook of Comparative Large-Scale Studies in Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

Even after six decades of international student assessments, we only weakly understand how and why educational systems are changing in the long run. One reason is the diversity of studies differing in design, sampling, conceptualization (e.g., research constructs covered), and measures. Such variation can be found both between and within long-standing programs of student assessment like TIMSS and PISA. The chapter aims at showing similarities and differences between ILSAs, understanding what can and what cannot safely be compared and combined, with the goal of finding common grounds for future research. Throughout, the lower secondary samples from TIMSS and PISA will be used as major examples.

Section 1 compares the conceptual foundations and design across ILSAs, especially the selection and definition of constructs covered, including cognitive tests as well as questionnaire-based measures of student background, educational processes, and noncognitive outcomes. Section 2 figures out when and how to match empirical measures and to establish common scales. Section 3 looks at approaches for integrating data from separate ILSAs into complex analyses, such as longitudinal analyses on the individual, class, or school level, and multilevel analyses combining information from multiple studies. Section 4 discusses the cross-validation of trend information from TIMSS and PISA.

Using ILSA’s “Big Data” without considering the details of conceptualization, measurement, and data structure may lead to erroneous findings and policy conclusions. Recently, there has been some convergence in design and methods across ILSA studies and programs. Yet, more systematic approaches to instrument development and study design are in need.

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  1. DIPF | Leibniz Institute for Educational Research and Information, Frankfurt am Main, Germany

    Eckhard Klieme

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  1. University of Oslo, Blindern, Oslo, Norway

    Trude Nilsen

  2. IEA Hamburg, Hamburg, Hamburg, Germany

    Agnes Stancel-Piątak

  3. University of Gothenburg, Gothenburg, Sweden

    Jan-Eric Gustafsson

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  1. University of Oslo, Oslo, Norway

    Sigrid Blömeke

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Klieme, E. (2022). Comparison of Studies: Comparing Design and Constructs, Aligning Measures, Integrating Data, Cross-validating Findings. In: Nilsen, T., Stancel-Piątak, A., Gustafsson, JE. (eds) International Handbook of Comparative Large-Scale Studies in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-38298-8_20-1

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