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1	A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions
	Xiaoyue Hu; Jie Hu
	In: Sustainability ; Volume 13 ; Issue 19 (2021)
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2	Warum wir so wenig über die Sprachen in Deutschland wissen: Spracheinstellungen als Erkenntnisbarriere
	Adler, Astrid; Ribeiro Silveira, Maria
	In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 403-419 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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3	Differential Item Functioning among English Language Learners on a Large-Scale Mathematics Assessment
	Liu, Ruixue; Bradley, Kelly D.
	In: Educational Policy Studies and Evaluation Faculty Publications (2021)
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4	Measurement Invariance Across Immigrant and Non-Immigrant Populations on PISA Cognitive and Non-Cognitive Scales
	Casas, Maritza
	In: Doctoral Dissertations (2021)
	Abstract: International large-scale educational assessments (ILSAs) have played a relevant role in educational policies targeting immigrant students across countries as their results are used by governments as input for decision-making purposes. Given the potential impact that ILSAs can have, the psychometric features of these assessments must be carefully assessed and empirical evidence about the extent to which the inferences made based on test results are valid must be collected. To do so, the first step is to determine if the test results have the same meaning across countries and groups of examinees that is, if the measures are invariant so that results can be compared directly among countries. The general purpose of this dissertation was to provide evidence about the extent to which the 2018 Programme for International Student Assessment (PISA) provides invariant measures of reading literacy, exposure to bullying, and sense of belonging at school for immigrant students from diverse cultural and linguistic backgrounds across the countries that host large populations of immigrants. Moreover, given that test performance can be impacted by non-cognitive variables, the constructs exposure to bullying and sense of belonging at school were analyzed as potential predictors of student performance in reading literacy. Two modeling approaches were implemented to evaluate measurement invariance: a traditional approach (multiple group confirmatory factor analysis) and a more contemporary approach that has shown to be more suitable to handle the complex features of ILSAs. The overall results showed that the alignment optimization procedure was a more suitable statistical tool than the traditional modeling technique -multiple-group confirmatory factor analysis- for the evaluation of measurement invariance when the data under analysis are collected through ILSAs since it can handle the features and complexities of these data while allowing for the incorporation of the immigration status into the analysis. The implications of the overall findings for educational policymakers, educators, test developers, and educational researchers were discussed along with five limitations that should be addressed in future studies.
	Keyword: alignment optimization; and Research; bullying; Educational Assessment; Evaluation; immigrants; International and Comparative Education; Measurement invariance; multiple group confirmatory factor analysis; PISA; psychometrics; reading literacy; sense of belonging at school; Statistical Models; structural equation modeling
	URL: https://scholarworks.umass.edu/dissertations_2/2288 https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3393&context=dissertations_2
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5	PISA reading. Mode effects unveiled in short text responses ...
	Zehner, Fabian; Kroehne, Ulf; Hahnel, Carolin. - : Pabst, 2020
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6	The structure of teaching practices across countries. A combination of factor analysis and network analysis
	Fischer, Jessica; He, Jia; Klieme, Eckhard
	In: Studies in educational evaluation 65 (2020) 100861, 55 S. (2020)
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7	Disrupting (Mis)Representation in the Literacy Achievement of “(Under)Performing” Youth
	Smith, Patriann; Warrican, S. J.; Kumi-Yeobah, Alex...
	In: Teaching and Learning Faculty Publications (2020)
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8	Análisis de los Planes de Prevención de la Radicalización en Europa desde una perspectiva educativa ; Analysis of Plans for the Prevention of Radicalisation in Europe from an educational perspective
	Azqueta Díaz de Alda, Arantxa; Merino-Arribas, Adoración. - : Universidad de Alicante. Instituto Interuniversitario de Desarrollo Social y Paz, 2020
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9	Die Veränderung der fachdidaktischen Konzeption von Schulbüchern nach dem PISA-Schock
	Schatz, Sascha. - 2020
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10	Análisis de los Planes de Prevención de la Radicalización en Europa desde una perspectiva educativa ; Analysis of plans for the prevention of radicalisation in europe from an educational perspective
	Azqueta Díaz De Alda, Arantxa (1); Merino-Arribas, Adoración (1). - : OBETS. Revista de Ciencias Sociales, 2020
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11	The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality ...
	Fischer, Jessica; Praetorius, Anna-Katharina; Klieme, Eckhard. - : Springer Science+Business Media, 2019
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12	The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality
	Fischer, Jessica; Praetorius, Anna-Katharina; Klieme, Eckhard
	In: Educational assessment, evaluation and accountability 31 (2019) 2, S. 201-220 (2019)
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13	PISA 2012 - BRASIL
	Bonfim Ramos de Mangueira, Márcia Cristina; Guaresi, Ronei
	In: Revista Virtual Lingu@ Nostr@; v. 2 n. 1 (2014): 2º Edição da Revista Lingu@ Nostr@; 124 - 127 ; 2317-2320 (2019)
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14	Unattended consequences. How text responses alter alongside PISA's mode change from 2012 to 2015
	Zehner, Fabian; Goldhammer, Frank; Lubaway, Emily...
	In: Education Inquiry 10 (2019) 1, S. 34-55 (2019)
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15	DIFFERENTIAL ITEM FUNCTIONING AMONG ENGLISH LANGUAGE LEARNERS ON A LARGE-SCALE MATHEMATICS ASSESSMENT
	Liu, Ruixue
	In: Theses and Dissertations--Education Sciences (2019)
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16	Translation Problems in the PISA: Some Limits to Standardization of Literacy Assessment ; Les problèmes de traduction dans le PISA : les limites de la standardisation des tests de compréhension
	Bart, Daniel; Daunay, Bertrand; Mhirsi Belaid, Chedia
	In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://halshs.archives-ouvertes.fr/halshs-01786046 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2018, Démarches créatives, détours artistiques et appropriation des langues, 57, ⟨10.4000/lidil.4936⟩ ; https://journals.openedition.org/lidil/4936 (2018)
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17	ДЕРИВАЦИОННЫЕ СЛОВАРИ ИЛАТИНСКАЯ УЧЕНОСТЬВ ИТАЛИИ XI–XIII ВЕКОВ ... : DERIVATIONAL DICTIONARIES AND LATIN SCHOLARSHIP IN ITALY DURING XIth – XIIIth CENTURIES ...
	Кульпина, А.В.. - : Интеллектуальные традиции в прошлом и настоящем, 2018
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18	The translator's perspective on translation quality control processes for international large-scale assessment studies
	Upsing, Britta; Rittberger, Marc
	In: Translation & Interpreting 10 (2018) 2, S. 55-72 (2018)
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19	Underestimated Swiss STEM potential? : Bright light on an international PISA comparison
	Kaufmann, Esther; Wittmann, Werner W.
	In: Cogent Education ; 5 (2018), 1. - 1443373. - Taylor and Francis. - eISSN 2331-186X (2018)
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20	Schola Europaea : un modelo de libertades e identidad europea
	Sotelo Vázquez, Juan José. - 2017
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