| Caro, Daniel H., Kyriakides, Leonidas, Televantou, Loulia |
2018 |
Addressing omitted prior achievement bias in international assessments |
| Addey, Camilla, Maddox, Bryan, Zumbo, Bruno D |
2020 |
Assembled validity |
| Solheim, Oddny Judith, Lundetræ, Kjersti |
2016 |
Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? |
| Zieger, Laura, Jerrim, John, Anders, Jake, Shure, Nikki |
2022 |
Conditioning: how background variables can influence PISA scores |
| He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2018 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
| He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2019 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
| Walzebug, Anke, Kasper, Daniel |
2016 |
Distributional properties of the PIRLS-home resource for learning scale and observed effects on reading achievement |
| Yan, Zi, King, Ronnel B., Haw, Joseph Y. |
2021 |
Formative assessment, growth mindset, and achievement |
| Jerrim, John, Parker, Philip D., Shure, Nikki |
2023 |
Overclaiming |
| Andersson, Christian, Massih, Sofia Sandgren |
2023 |
PISA 2018 |
| Wu, Xiaopeng, Wu, Rongxiu, Zhang, Yi, Arthur, David, Chang, Hua-Hua |
2021 |
Research on construction method of learning paths and learning progressions based on cognitive diagnosis assessment |
| Marcq, Kseniia, Braeken, Johan |
2022 |
The blind side |
| Steinmann, Isa, Chen, Jianan, Braeken, Johan |
2024 |
Who responds inconsistently to mixed-worded scales? |