Over 20 new articles were published this year in the Large-scale Assessments in Education (LSAE)—a joint IEA-ETS (Educational Testing Service) open-access journal. The journal publishes articles that:
- Make use of the databases published by national and international large-scale assessment programs.
- Present results of interest to a broad national or international audience.
- Contribute to enhancing and improving the methods and procedures, implementation, or use of large-scale assessments in education and their data.
The LSAE publications costs are covered by IERI, the IEA-ETS Research Institute. Authors do not need to pay an article-processing charge. The journal operates a double-blind peer-review system, where the reviewers do not know the names or affiliations of the authors, and the reviewer reports provided to the authors are anonymous.
In need of a New Year’s resolution? Read our submission guidelines and publish your research in the LSAE journal. We look forward to reviewing your submissions in 2023!
Discover all the LSAE articles published in 2022:
- Motivation to learn by age, education, and literacy skills among working-age adults in the United States
Takashi Yamashita, Thomas J. Smith, Shalini Sahoo & Phyllis A. Cummins
- Equal opportunities for all? Analyzing within-country variation in school effectiveness
Isa Steinmann and Rolf Vegar Olsen
- Equity in mathematics education in Hong Kong: Evidence from TIMSS 2011 to 2019
Xue-Lan Qiu and Frederick K. S. Leung
- Generating group-level scores under response accuracy-time conditional dependence
Hyo Jeong Shin, Paul A. Jewsbury & Peter W. van Rijn
- A primer on continuous-time modeling in educational research: an exemplary application of a continuous-time latent curve model with structured residuals (CT-LCM-SR) to PISA Data
Julian F. Lohmann, Steffen Zitzmann, Manuel C. Voelkle & Martin Hecht
- Is inequitable teacher sorting on the rise? Cross-national evidence from 20 years of TIMSS
Leah Natasha Glassow and John Jerrim
- Practical significance of item misfit and its manifestations in constructs assessed in large-scale studies
Katharina Fährmann, Carmen Köhler, Johannes Hartig & Jörg-Henrik Heine
- The influence of ICT use and related attitudes on students’ math and science performance: multilevel analyses of the last decade’s PISA surveys
Matthew Courtney, Mehmet Karakus, Zara Ersozlu & Kaidar Nurumov
- Do immigrants experience labor market mismatch? New evidence from the US PIAAC
Margarita Pivovarova and Jeanne M. Powers
- Evaluating the effects of analytical decisions in large-scale assessments: Analyzing PISA mathematics 2003-2012
Jörg-Henrik Heine and Alexander Robitzsch
- Does the material well-being at schools successfully compensate for socioeconomic disadvantages? Analysis of resilient schools in Sweden
Deborah Elin Siebecke and Maria Jarl
- Supportive climates and science achievement in the Nordic countries: Lessons learned from the 2015 PISA study
Anubha Rohatgi, Ove E. Hatlevik & Julius K. Björnsson
- Assessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden
Oleksandra Mittal, Ronny Scherer & Trude Nilsen
- Examining high achievement in mathematics and science among post-primary students in Ireland: a multilevel binary logistic regression analysis of PISA data
Vasiliki Pitsia
- Trend analyses of TIMSS 2015 and 2019: school factors related to declining performance in mathematics
Trude Nilsen, Hege Kaarstein & Anne-Catherine Lehre
- Contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems
Kajsa Yang Hansen, Jeléna Radišić, Yi Ding & Xin Liu
- Does school SES matter less for high-performing students than for their lower-performing peers? A quantile regression analysis of PISA 2018 Australia
Laura B. Perry, Argun Saatcioglu & Roslyn Arlin Mickelson
- Impact of differential item functioning on group score reporting in the context of large-scale assessments
Sean Joo, Usama Ali, Frederic Robin & Hyo Jeong Shin
- Using country-specific Q-matrices for cognitive diagnostic assessments with international large-scale data
Jolien Delafontaine, Changsheng Chen, Jung Yeon Park & Wim Van den Noortgate
- Student achievement, school quality, and an error-prone family background measure: exploring the sensitivity of the Heyneman-Loxley effect in Southern and Eastern Africa
W. Joshua Rew, Anabelle Andon & Thomas F. Luschei
- The substantiveness of socioeconomic school compositional effects in Australia: measurement error and the relationship with academic composition
Michael G. Sciffer, Laura B. Perry & Andrew McConney
- Dynamics between reading and math proficiency over time in secondary education – observational evidence from continuous time models
Christoph Jindra, Karoline A. Sachse & Martin Hecht