Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs)-Reference-Cited by-同舟云学术

Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs)

Published:2020-11-01 Issue:6 Volume:27 Page:588-606
ISSN:0969-594X
Container-title:Assessment in Education: Principles, Policy & Practice
language:en
Short-container-title:Assessment in Education: Principles, Policy & Practice

Author:

Addey Camilla¹,Maddox Bryan²,Zumbo Bruno D.³^ORCID

Affiliation:

1. Department of Sociology, Autonomous University of Barcelona, Barcelona, Spain

2. School of Education and Lifelong Learning, University of East Anglia, Norwich, UK

3. Measurement, Evaluation, & Research Methodology Program, Department of ECPS, University of British Columbia, Vancouver, Canada

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/0969594X.2020.1843136

Reference57 articles.

1. Addey, C. (2017). Golden relics & historical standards: How the OECD is expanding global education governance through PISA for Development. Critical Studies in Education, 58(3), 311–325, 600. https://doi.org/10.1080/17508487.2017.1352006

2. Addey, C. & Sellar. S. E. (2019). Is it worth it? Rationales for (Non)participation in international large-scale learning assessments [Education Research and Foresight Working Papers Series, No. 24]. Paris: UNESCO. 268820. https://en.unesco.org/node/.268820

3. Addey, C., Sellar, S., Steiner-Khamsi, G., Lingard, B. & Verger, A. (2017). The rise of international large-scale assessments and rationales for participation. Compare: A Journal of Comparative and International Education,47(3), 434–452.https://doi.org/10.1080/03057925.2017.1301399

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