Large-scale Assessments in Education Journal Publishes over 20 New Articles in 2022

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:

  1. 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
  2. Equal opportunities for all? Analyzing within-country variation in school effectiveness
    Isa Steinmann and Rolf Vegar Olsen
  3. Equity in mathematics education in Hong Kong: Evidence from TIMSS 2011 to 2019
    Xue-Lan Qiu and Frederick K. S. Leung
  4. Generating group-level scores under response accuracy-time conditional dependence
    Hyo Jeong Shin, Paul A. Jewsbury & Peter W. van Rijn
  5. 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

  6. Is inequitable teacher sorting on the rise? Cross-national evidence from 20 years of TIMSS
    Leah Natasha Glassow and John Jerrim

  7. Practical significance of item misfit and its manifestations in constructs assessed in large-scale studies
    Katharina Fährmann, Carmen Köhler, Johannes Hartig & Jörg-Henrik Heine
  8. 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
  9. Do immigrants experience labor market mismatch? New evidence from the US PIAAC
    Margarita Pivovarova and Jeanne M. Powers
  10. Evaluating the effects of analytical decisions in large-scale assessments: Analyzing PISA mathematics 2003-2012
    Jörg-Henrik Heine and Alexander Robitzsch
  11. Does the material well-being at schools successfully compensate for socioeconomic disadvantages? Analysis of resilient schools in Sweden
    Deborah Elin Siebecke and Maria Jarl
  12. Supportive climates and science achievement in the Nordic countries: Lessons learned from the 2015 PISA study
    Anubha Rohatgi, Ove E. Hatlevik & Julius K. Björnsson
  13. 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
  14. Examining high achievement in mathematics and science among post-primary students in Ireland: a multilevel binary logistic regression analysis of PISA data
    Vasiliki Pitsia
  15. Trend analyses of TIMSS 2015 and 2019: school factors related to declining performance in mathematics
    Trude Nilsen, Hege Kaarstein & Anne-Catherine Lehre
  16. 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
  17. 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
  18. 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
  19. 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

  20. 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
  21. 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
  22. Dynamics between reading and math proficiency over time in secondary education – observational evidence from continuous time models
    Christoph Jindra, Karoline A. Sachse & Martin Hecht