Understanding the Country's Underachievement in International Assessment: Differential Item and Bundle Functioning Approach

CADMO ◽  
2016 ◽  
pp. 5-19
Author(s):  
Josip Sabic
Keyword(s):  
International Assessment

International Assessment of Unmanned Ground Vehicles

2008 ◽  
Author(s):  
D. P. Sellers ◽  
A. J. Ramsbotham ◽  
Hal Bertrand ◽  
Nicholas Karvonides
Keyword(s):  
Unmanned Ground Vehicles ◽  
Ground Vehicles ◽  
International Assessment

A Quasi-Experimental Analysis of the Adult Learning Effect on Problem-Solving Skills

2019 ◽  
Vol 70 (1) ◽  
pp. 6-25
Author(s):  
Suehye Kim
Keyword(s):  
Problem Solving ◽  
Adult Learning ◽  
Learning Effect ◽  
Skill Assessment ◽  
Problem Solving Skills ◽  
Policy Interventions ◽  
Skill Gaps ◽  
National Differences ◽  
Quasi Experimental ◽  
International Assessment

This study builds an empirical research model that explores societal and individual antecedents of adult learning and examines the adult learning effect on problem-solving skills in the Organization for Economic Cooperation and Development (OECD) countries. Considering national differences, it uses multilevel data sources available from the Programme for the International Assessment of Adult Competencies (PIAAC) 2008-2013 and the OECD data lab. The results from this study suggest that young adults (25- to 34-year-olds) with more favorable backgrounds benefit from their social origin and occupational environment in terms of nonformal learning participation. It was also found that the participants outperform nonparticipants in the PIAAC problem-solving skill assessment. The key findings of this study advocate for the importance of policy interventions to combat the cumulative effects of multiple disadvantages in the educational trajectory from initial education to adult learning as well as to reduce the problem-solving skill gaps of young disadvantaged adults.

Revisiting the Relationship Between International Assessment Outcomes and Educational Production

2016 ◽  
Vol 53 (4) ◽  
pp. 1054-1085 ◽  
Author(s):  
Martin Carnoy ◽  
Tatiana Khavenson ◽  
Prashant Loyalka ◽  
William H. Schmidt ◽  
Andrey Zakharov
Keyword(s):  
Educational Production ◽  
International Assessment ◽  
Assessment Outcomes ◽  
The Relationship

International assessment of functional computer abilities

1993 ◽  
Vol 19 (2) ◽  
pp. 213-232 ◽  
Author(s):  
Ronald E. Anderson ◽  
Betty Collis
Keyword(s):  
International Assessment

Development of the International Assessment of Capacity for Trauma (INTACT) Index: An Initial Implementation in Sierra Leone

2014 ◽  
Vol 186 (2) ◽  
pp. 552
Author(s):  
E. Wong ◽  
S. Gupta ◽  
D. Deckelbaum ◽  
T. Razek ◽  
B. Nwomeh ◽  
...  
Keyword(s):  
Sierra Leone ◽  
Initial Implementation ◽  
International Assessment

Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

2018 ◽  
Vol 69 (1) ◽  
pp. 3-23 ◽  
Author(s):  
Calonie M. K. Gray
Keyword(s):  
Social Capital ◽  
Adult Learners ◽  
Latent Class ◽  
Service Providers ◽  
Education Needs ◽  
International Assessment ◽  
Using Data ◽  
Adult Immigrants ◽  
Human And Social Capital ◽  
The U.S

With the U.S. adult education system providing education services to millions of immigrants annually, understanding the unique skills and assets among adult immigrant learners is important. Using data from the U.S. Program for the International Assessment of Adult Competencies, this study used data on immigrants ( n = 1,873) to identify latent classes along dimensions of human and social capital. Latent class analysis indicated five discrete profiles: High Opportunity, Upskill Ready, Satisfactorily Skilled, Motivated and Engaged, and Highly Skilled. The results provide support for using customized education approaches to capitalize on the collection of assets adult learners have while concurrently increasing education service providers’ capacity to serve.

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