Assessment of Reading in International Studies

This book brings together contributions from different scholarly contexts that address a diverse range of focused topics, as well as empirical and conceptual perspectives, on research with international studies. This book was originally published as a special issue of Assessment in Education.

Introduction - Doing research with international assessment studies: methodological and conceptual challenges and ways forward 1. Addressing omitted prior achievement bias in international assessments: an applied example using PIRLS-NPD matched data 2. Distributional properties of the PIRLS-home resource for learning scale and observed effects on reading achievement: are measurements of educational inequalities by latent indices without bias? 3. Configurations of multiple disparities in reading performance: longitudinal observations across France, Germany, Sweden and the United Kingdom 4. Understanding language in education and grade 4 reading performance using a 'natural experiment' of Botswana and South Africa 5. Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? - A study based on Nordic results in PIRLS, PISA and PIAAC 6. Improving international assessment through evaluation