Article

TIMSS and PISA are not a Competition: Purpose, Difference, and Measurement Standardization by Item Response Theory (IRT) in Large-Scale International Assessments

2025-04-28

Abstract excerpt

Large-scale international assessments have long attracted attention for their comparative insights into educational systems. This paper examined the purposes, design differences, and measurement methodologies of two major assessments: TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). It demonstrated that although often perceived as competitive...

Topics

Open a Topic to create a Post that cites this publication.

Identifiers and source

Literature Corpus work: 4f5ae01b-8f0a-5f9f-86f7-40f194735233
DOI: 10.20944/preprints202504.2356.v1

Open publication

Related research

Semantic proximity does not establish scientific evidence.

Click a neighbor to travelStep 1 · 12 closest

TIMSS and PISA are not a Competition: Purpose, Difference, and Measurement Standardization by Item Response Theory (IRT) in Large-Scale International AssessmentsDOI 10.20944/preprints202504.2356.v1Read

The Incremental Diagnostic Value of Process Indicators in Classifying Stable Mathematics Achievement Extremes: Evidence from PISA 2022 KoreaSemantic proximity Read

Enhancing Classroom Efficiency: Cross-National Evaluation of Lesson Planning, Quiz Generation, and Grading with Notegrade.aiSemantic proximity Read

Learning Analytics and Early Warning Systems for Mathematics Achievement: A Multi-Country Comparative Programme EvaluationSemantic proximity Read

Beyond the Average: Mapping Educational Inequality in Brazil with PISA 2022Semantic proximity Read

A reusable Bayesian IRT workflow for instrument validation: A tutorial with a small-sample case study in teacher belief measurementSemantic proximity Read

A comparison of the predictive performance of continuous and class-based latent trait modelsSemantic proximity Read

Can Large Language Models Emulate Human Performance on Educational Assessments?Semantic proximity Read

Developing and Validating a Competence Level Model for Elementary Algebra at the Transition to Higher EducationSemantic proximity Read

Graphical Item Maps: providing clearer feedback on professional exam performanceSemantic proximity Read

Understanding Ability and Reliability Differences Measured with Count Items: The Distributional Regression Test Model and the Count Latent Regression ModelSemantic proximity Read

Inside the BASC-3 TRS: What Multidimensional IRT RevealsSemantic proximity Read