6533b852fe1ef96bd12aac3f
RESEARCH PRODUCT
International Assessment Surveys of Educational Achievement in Developing Countries : Why Education Economists Should Care
Gérard Lassibillesubject
validity of testEconomics and Econometrics050204 development studies[SHS.EDU]Humanities and Social Sciences/Educationcontent validity[SHS.EDU] Humanities and Social Sciences/EducationeducationDeveloping countryContext (language use)student characteristicinternational achievement testscontent of the test0502 economics and businessContent validityEconomics[ SHS.ECO ] Humanities and Social Sciences/Economies and financesEmerging marketsEmpirical evidence[SHS.ECO] Humanities and Social Sciences/Economics and FinanceCurriculumteacher characteristicMedical educationActuarial scienceevaluationpropensity score matching4. Education05 social sciencesPlanned economy050301 educationpoor countries[ SHS.EDU ] Humanities and Social Sciences/Educationdeveloping countriescurriculasensitivity[SHS.ECO]Humanities and Social Sciences/Economics and Financeinternational assessment studiesPropensity score matchinginternational testing instrument0503 educationdescription
International audience; This paper reviews the most known international assessment studies that are conducted in the context of poor countries and highlights the lack of empirical evidence on the degree to which the contents of the tests really match countries' curricula. To illustrate, the paper evaluates the sensitivity of an international testing instrument by comparing the responses of students in two consecutive grades on the same battery of tests. Using propensity score matching to control for student and teacher characteristics, the results show that the tests are not grade sensitive, which raises the question of the validity of many empirical works that are based on similar instruments.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2015-06-04 |