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view-id-publications_by_category_2 view-display-id-rd_coutcomes js-view-dom-id-fdaf4e01b630885315e147b0959a274471fbf4400ca94782a3f414d40bd7b34c"> <div class="view-content"> <h3 class="grouping">2025</h3> <div class="group-items"> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/approximate-areas-interest-enhanced-understanding-student-motivation-and" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/Front%20Cover_1.jpg?itok=GkDEOsIm" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/approximate-areas-interest-enhanced-understanding-student-motivation-and" hreflang="en">Approximate Areas of Interest for Enhanced Understanding of Student Motivation and Task Interaction in IEA Assessments</a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">Pokropek, Artur, 呕贸艂tak, Tomasz, Muszy艅ski, Marek</div></div><div class="views-field views-field-field-abstract"><div class="field-content">Computer-based assessments collect process data to give insights into testees' response behaviors, strategies, and motivations. This project, supported by the IEA Research and Development Fund, assesses areas that help researchers enhance their understanding of student motivation and how they interact with tasks in large-scale assessments. </div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2025-01/R%26D-Student-Motivation-Assessments.pdf" type="application/pdf; length=6070895" title="Open file in new window" target="_blank">Download PDF</a></span><span class="file-size">5.79 MB</span></span></div></div></div> </div> <h3 class="grouping">2024</h3> <div class="group-items"> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/improving-data-electronic-surveys" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/IDES.jpg?itok=VYojiOGl" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/improving-data-electronic-surveys" hreflang="en">Improving data in electronic surveys </a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">Christiansen, Andr茅s, Fraillon, Julian, Ro啪man, Mojca, Strietholt, Rolf, Bundsgaard, Jeppe, Scherer, Ronny</div></div><div class="views-field views-field-field-abstract"><div class="field-content">This paper uses teacher data from 28 educational systems participating in the ICILS 2023 field trial to investigate the differences between question formats. </div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2024-09/Data-Electronic-Surveys.pdf" type="application/pdf; length=448928" title="Open file in new window" target="_blank">Download PDF</a></span><span class="file-size">438.41 KB</span></span></div></div></div> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/improving-parental-occupation-coding-procedures-ai" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/Parental%20occupation%20procedures.jpg?itok=7GgA5H0U" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/improving-parental-occupation-coding-procedures-ai" hreflang="en">Improving parental occupation coding procedures with AI</a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">Duckworth, Daniel, Fraillon, Julian</div></div><div class="views-field views-field-field-abstract"><div class="field-content">Using data from ICILS 2013 and 2018, this research leverages technology to address educational and occupational research challenges, promoting greater inclusivity and precision in international studies. </div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2024-09/Improving-Parental-Occupation-Coding-Procedures-AI.pdf" type="application/pdf; length=1727602" title="Open file in new window" target="_blank">Download PDF</a></span><span class="file-size">1.65 MB</span></span></div></div></div> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/operational-automatic-scoring-text-responses-2016-epirls-performance-and" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/Linguistic-Variance-ePIRLS-Cover.png?itok=zwt27COC" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/operational-automatic-scoring-text-responses-2016-epirls-performance-and" hreflang="en">Operational Automatic Scoring of Text Responses in 2016 ePIRLS: Performance and Linguistic Variance</a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">Shin, Hyo Jeong, Andersen, Nico, Horbach, Andrea, Kim, Euigyum, Baik, Jisoo, Zehner, Fabian</div></div><div class="views-field views-field-field-abstract"><div class="field-content">This project reports on the feasibility of automatic scoring systems for text responses from the 2016 ePIRLS assessment.</div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2024-04/Operational-Automatic-Scoring-of-Text-Responses-ePIRLS.pdf" type="application/pdf; length=1335827" title="Open file in new window" target="_blank">Download PDF</a></span><span class="file-size">1.27 MB</span></span></div></div></div> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/mix-or-not-mix-positively-and-negatively-worded-items" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/Postively%20and%20negatively%20worded%20items%20cover.png?itok=p6t5Sj3B" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/mix-or-not-mix-positively-and-negatively-worded-items" hreflang="en">To Mix or not to Mix Positively and Negatively Worded Items </a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">Steinmann, Isa</div></div><div class="views-field views-field-field-abstract"><div class="field-content">Developing questionnaires for international large-scale assessments can be challenging. This white paper addresses questionnaire development for educational assessment projects and the language used in its items. </div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2024-04/To-Mix-or-Not-to-Mix-Positively-and-Negatively-Worded-Items.pdf" type="application/pdf; length=520071" title="Open file in new window" target="_blank">Download PDF</a></span><span class="file-size">507.88 KB</span></span></div></div></div> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/validity-and-measurement-properties-technology-enhanced-test-items" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/Website-Cover.jpg?itok=QkO-n7fu" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/validity-and-measurement-properties-technology-enhanced-test-items" hreflang="en">Validity and Measurement Properties in Technology-enhanced Test Items</a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">Wools, Saskia, Drijvers, Paul, Feskens, Remco, Molenaar, Dylan, van der Scheer, Emmelien</div></div><div class="views-field views-field-field-abstract"><div class="field-content">An outcome from the first R&D call, this report addresses the question how to evaluate the validity of results of international large-scale assessment programs (ILSAs) that incorporate technology-enhanced items, paying special attention for the comparability of results between countries.</div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2024-02/Validity-Measurement-Properties-In-Technology-Enhanced-Test-Items-Part-A.pdf" type="application/pdf; length=1106926" title="Open file in new window" target="_blank">Download Part A PDF</a></span><span class="file-size">1.06 MB</span></span></div></div></div> </div> <h3 class="grouping">2023</h3> <div class="group-items"> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/credible-assumptions-bound-estimation-studying-school-level-nonresponse" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/Front%20Cover_0.jpg?itok=5nH1CxhY" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/credible-assumptions-bound-estimation-studying-school-level-nonresponse" hreflang="en">Credible Assumptions for Bound Estimation: Studying School-level Nonresponse within a Partial Identification Framework </a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">Cort茅s, Diego, Dominitz, Jeff, Romero, Maximiliano, Meinck, Sabine</div></div><div class="views-field views-field-field-abstract"><div class="field-content">This report informs and provides recommendations on technical standards and reporting in international large-scale assessments. </div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2023-12/Identification-Problem-Arising-_Unit-Nonresponse-ILSA_0.pdf" type="application/pdf; length=705174" title="Open file in new window" target="_blank">Download PDF</a></span><span class="file-size">688.65 KB</span></span></div></div></div> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/understanding-students-computational-thinking-strategies-and-test-taking" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/Cover%20page.jpg?itok=A2SSS4aa" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/understanding-students-computational-thinking-strategies-and-test-taking" hreflang="en">Understanding Students' Computational Thinking Strategies and Test Taking Behaviors Across Countries Using Process Data in ICILS 2018 with Analytical Approach</a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">He, Qiwei, Gonzalez, Eugenio J.</div></div><div class="views-field views-field-field-abstract"><div class="field-content">Using data from ICILS 2018, this report focuses on the nine countries and regions assigned to the computation thinking model to better understand missing responses. </div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2023-12/Students%E2%80%99-behavioral-patterns-computational-thinking-interactive-task.pdf" type="application/pdf; length=1183565" title="Open file in new window" target="_blank">Download PDF</a></span><span class="file-size">1.13 MB</span></span></div></div></div> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/improving-scaling-large-scale-assessment-variable-selection-approach" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/Improving-Scaling-in-Large-Scale-Assessment_Pagina_01.jpg?itok=Nn-7H6fL" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/improving-scaling-large-scale-assessment-variable-selection-approach" hreflang="en">Improving Scaling in Large-Scale Assessment: A Variable Selection Approach to Latent Regression Modeling </a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">Chen, Yunxiao , Oka, Montonori, von Davier, Matthias</div></div><div class="views-field views-field-field-abstract"><div class="field-content">The first outcome from the IEA R&D fund call two. This report discusses the construction of scaling models for large-scale assessments in education, applying methods to PIRLS 2016 data. </div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2023-09/Improving-Scaling-in-Large-Scale-Assessment.pdf" type="application/pdf; length=415131" title="Open file in new window" target="_blank">Download PDF</a></span><span class="file-size">405.4 KB</span></span></div></div></div> <div class="clearfix views-row"><div class="views-field views-field-field-image"><div class="field-content publication-cover"> <a href="/publications/rd-outcomes/using-neural-network-and-classification-automated-scoring-image-responses" hreflang="en"><img loading="lazy" src="/sites/default/files/styles/publications_cover_smal/public/Using-Neural-Network-Classification_Pagina_01.jpg?itok=on550nig" width="85" height="123" alt="" typeof="foaf:Image" class="img-responsive" /> </a> </div></div><div class="views-field views-field-title"><span class="field-content"><a href="/publications/rd-outcomes/using-neural-network-and-classification-automated-scoring-image-responses" hreflang="en">Using Neural Network and Classification for the Automated Scoring of Image Responses in TIMSS 2023</a></span></div><div class="views-field views-field-field-authors2"><div class="field-content">Tyack, Lillian, Khorramdel, Lale, von Davier, Matthias</div></div><div class="views-field views-field-field-abstract"><div class="field-content">The first output from IEA's R&D call one, this report assesses how to validate human rater scores for graphical responses using AI. </div></div><div class="views-field views-field-field-link-to-publication clearfix cf"><div class="field-content"><a href="https://www.sciencedirect.com/science/article/pii/S2666920X24000523">View the Related Journal Article</a></div></div><div class="views-field views-field-field-upload clearfix cf"><div class="field-content"><span class="file file--mime-application-pdf file--application-pdf icon-before"><span class="file-icon"><span class="icon glyphicon glyphicon-file text-primary" aria-hidden="true"></span></span><span class="file-link"><a href="https://www.iea.nl/sites/default/files/2023-09/Using-Neural-Network-Classification.pdf" type="application/pdf; length=572093" title="Open file in new window" target="_blank">Download PDF</a></span><span class="file-size">558.68 KB</span></span></div></div></div> </div> </div> </div> </div> </div> </section> <aside class="col-md-3 sidebar-right" role="complementary" id="aside-right"> <div class="region region-sidebar-second"> <section class="language-switcher-language-url block block-language block-language-blocklanguage-interface 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