Abstract
Information on student success in formal education as indicated by student scores on tests of academic achievement, by graduation rates, and by employment statistics is often reported in the form of school and country rankings—the so-called league tables. These rankings are often reported in terms of mean performance on achievement tests to make a political statement rather than to inform public policy or instruction decisions (Shelley, 2009). The results typically show that some schools and some countries perform better than others in the different skill areas and at different grades. In some public reports (e.g., Cowley & Easton, 2008), schools are ranked in terms of student results on these tests—often by aggregating results across subject areas—in an attempt to monitor system quality.
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Anderson, T.M.M.J.O., Luo, J. (2011). Modelling of Large-Scale Pisa Assessment Data. In: Yore, L.D., Flier-Keller, E.V.d., Blades, D.W., Pelton, T.W., Zandvliet, D.B. (eds) Pacific CRYSTAL Centre for Science, Mathematics, and Technology Literacy: Lessons Learned. SensePublishers. https://doi.org/10.1007/978-94-6091-506-2_11
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DOI: https://doi.org/10.1007/978-94-6091-506-2_11
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