Impact of differential item functioning on item model fit using concurrent equating method.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00244-z
- By:
- Publication type:
- Article
Works matching IS 21960739 AND DT 2025 AND VI 13 AND IP 1
Results: 16
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Evaluating uncertainty: the impact of the sampling and assessment design on statistical inference in the context of ILSA.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00246-x
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- Publication type:
- Article
3
Civic and citizenship education, global citizenship education, and education for sustainable development: an analysis of their integrated conceptualization and measurement in the international civic and citizenship education study (ICCS) 2016 and 2022.
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- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00237-y
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- Publication type:
- Article
4
Correction: evaluating uncertainty: the impact of the sampling and assessment design.
- Published in:
- 2025
- By:
- Publication type:
- Correction Notice
5
Working with missing data in large-scale assessments.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00248-9
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- Publication type:
- Article
6
Evaluating the predictive power of metacognitive reading strategies across diverse educational contexts.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00240-3
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- Publication type:
- Article
7
Exploring differential change in student performance during the COVID-19 pandemic across the United States.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00242-1
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- Publication type:
- Article
8
Evaluating uncertainty: the impact of the sampling and assessment design on statistical inference in the context of ILSA.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00246-x
- By:
- Publication type:
- Article
9
Beyond achievement gaps: inequalities in affective components of math learning.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00249-8
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- Publication type:
- Article
10
Proposal for modifying procedures for declaring significant trends in TIMSS.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00236-z
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- Publication type:
- Article
11
Reassessing weights in large-scale assessments and multilevel models.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00245-y
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- Publication type:
- Article
12
Does teaching quality matter for Nordic primary school students' mathematics confidence and mathematics achievement? A multilevel structural equation analysis of Nordic TIMSS 2019 grade 4 data.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00238-x
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- Publication type:
- Article
13
The effect of grade retention on performance in Spanish students: a propensity score matching approach.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00243-0
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- Publication type:
- Article
14
Understanding the private-public school performance gap in PISA: evidence from Portugal.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-024-00234-7
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- Publication type:
- Article
15
Exploring the relationship between students´ experiences with online payment methods and financial competencies using a Bayesian nonparametric approach.
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00239-w
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- Publication type:
- Article
16
The highlighting divide: does highlighting strategy help explain international gaps in reading achievement?
- Published in:
- Large-scale Assessments in Education, 2025, v. 13, n. 1, p. 1, doi. 10.1186/s40536-025-00241-2
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- Publication type:
- Article