IEA: The International Association for the Evaluation of Educational Achievement. website
“The International Association for the Evaluation of Educational Achievement (IEA) is an independent, international cooperative of national research institutions and governmental research agencies. It conducts large-scale comparative studies of educational achievement and other aspects of education, with the aim of gaining in-depth understanding of the effects of policies and practices within and across systems of education.”
Torsten Husén (1996). Lessons from the IEA studies. International Journal of Educational Research, 25, 207-218.
Abstract The launching in the early 1960s of cross-national surveys of student achievements was in many respects a pioneering venture. It required setting up an international coordinating “machinery”, raising funds, and assembling a body of researchers who could develop an adequate methodology and make the necessary scientific and administrative decisions. In 1961 the International Association for the Evaluation of Educational Achievement (IEA) was established for coordinating purposes and as a forum for scientific exchange. It was incorporated in 1967. This chapter presents the lessons learned with regard to the general research paradigm, administration, funding, and methods employed. Finally, the competence building in some countries that IEA undertook is described. The author, who chaired IEA during its first two decades of existence, has concentrated on the experience gained up to 1980.
Abstract Existing national and international studies of educational effectiveness are reviewed and their strengths and weaknesses analyzed. The International School Effectiveness Research Programme is outlined in detail, including sampling and instrumentation, and particularly the methodology involving case studies of schools in different countries. Findings are outlined on student outcomes, classroom processes, country variation, and school variation. Implications for future international research are offered.
Pauline Vos & Klaas Bos (2001). Nederlandse leerlingen scoren opvallend goed op internationale toets. Nieuwe Wiskrant. Tijdschrift voor Nederlands Wiskundeonderwijs, 20(3), pp. 29-37.pdf
Kadriye Ercikan (Ed. (1998). Methodological issues in international assessment. International Journal of Educational Research, 29 #6, 485-577. contents
W. J. Pelgrum Th. J. H. M. Eggen & Tj. Plomp (1983). Tweede Wiskunde Project: analyses van uitkomsten : leerstofaanbod en resultaten. TH Twente afd Toegepaste Onderwijskunde. 104 blz.
"In het Tweede Wiskunde Project van het IEA-onderzoek werd in 1981 op grond van enkele ankeritems vergeleken met 1963, een terugval in rekenvaardigheid bij MAVO-, LTO- en LHNO-leerlingen geconstateerd van ruim 25%.
Bij de ankeritems bevoind zich ook een opgave met breuken (2/5 + 3/8 = ). Hierop was het vastgestelde verval het grootst. Treffers (1986) stelt naar aanleiding van de resultaten op de rekentoetsen in genoemd project vast, dat voor een aanzienlijk deel van de kinderen de sleutelonderwerpen per traditie, zoals breuken e.d., te hoog gegrepen zijn. De door Schuring (1985) gepubliceerde cijfers bevestigen dit."
Treffers (1986). Rekenen in het IEA-onderzoek. PanamaPost 4(2), 9-12. [nog niet gezien]
H. N. Schuring (1985). Enige resultaten van het Tweede Wiskunde Project, Euclides, 61(2), 57-61. [nog niet gezien]
Ina V.S. Mullis & Michael O. Martin (2006 draft). TIMSS in Perspective: Lessons Learned from IEA’s Four Decades of International Mathematics Assessments. pdf [deze draft mist de figuren]
Zalman Usiskin (1999). Is there a world-wide mathematics curriculum? From Z. Usiskin (ed.), Developments in School Mathematics Education Around the World, Volume 4. Proceedings of the Fourth UCSMP International Conference on Mathematics Education, August 5-7, 1998. Reston, VA: National Council of Teachers of Mathematics, 1999. pdf
Sue Thomson, Jan Lokan, Stephen Lamb, John Ainley (1994?). Lessons from the Third International Mathematics and Science Study. A study commissioned by the Australian Government Department of Education, Science and Training. pdf
Margaret Brown (1996). FIMS and SIMS: The first two IEA International Mathematics Surveys. Assessment in Education: Principles, Policy & Practice, 3, 193-212. [nog geen pdf] abstract
Morgan S. Polikoff (2010). Instructional Sensitivity as a Psychometric Property of Assessments. Educational Measurement: Issues and Practice Winter 2010, Vol. 29, No. 4, pp. 3–14 abstract
Margaret Wu (2010). Measurement, Sampling, and Equating Errors in Large-Scale Assessments. Educational Measurement: Issues and Practice Winter 2010, Vol. 29, No. 4, pp. 15–27 abstract
Barbara Jaworski & David Phillips (Eds.) (1999). Comparing Standards Internationally. Research and Practice in Mathematics and Beyond. Symposium Books.