The potential of international large-scale assessments for meta-analyses in education
Abstract Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources, meta-analysts seldom integrate ILSAs, and curren...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2024-02-01
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| Series: | Large-scale Assessments in Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40536-024-00191-1 |
| _version_ | 1797273839373123584 |
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| author | Ronny Scherer Fazilat Siddiq Trude Nilsen |
| author_facet | Ronny Scherer Fazilat Siddiq Trude Nilsen |
| author_sort | Ronny Scherer |
| collection | DOAJ |
| description | Abstract Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources, meta-analysts seldom integrate ILSAs, and current integration practices lack methodological guidance. The aim of this methodological review is therefore to synthesize and illustrate the principles and practices of including ILSA data in meta-analyses. Specifically, we (a) review four ILSA data inclusion approaches (analytic steps, potential, challenges); (b) examine whether and how existing meta-analyses included ILSA data; and (c) provide a hands-on illustrative example of how to implement the four approaches. Seeing the need for meta-analyses on educational inequalities, we situated the review and illustration in the context of gender differences and socioeconomic gaps in student achievement. Ultimately, we outline the steps meta-analysts could take to utilize the potential and address the challenges of ILSA data for meta-analyses in education. |
| first_indexed | 2024-03-07T14:49:58Z |
| format | Article |
| id | doaj.art-d478fa0c12f64ec0afdf339488989341 |
| institution | Directory Open Access Journal |
| issn | 2196-0739 |
| language | English |
| last_indexed | 2024-03-07T14:49:58Z |
| publishDate | 2024-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Large-scale Assessments in Education |
| spelling | doaj.art-d478fa0c12f64ec0afdf3394889893412024-03-05T19:47:47ZengSpringerOpenLarge-scale Assessments in Education2196-07392024-02-0112113510.1186/s40536-024-00191-1The potential of international large-scale assessments for meta-analyses in educationRonny Scherer0Fazilat Siddiq1Trude Nilsen2Faculty of Educational Sciences, Centre for Educational Measurement at the University of Oslo (CEMO), University of OsloDepartment of Education and Quality in Learning, Unit for Digitalisation and Education, University of South-Eastern NorwayCentre for Research on Equality in Education (CREATE), Faculty of Educational Sciences, University of OsloAbstract Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources, meta-analysts seldom integrate ILSAs, and current integration practices lack methodological guidance. The aim of this methodological review is therefore to synthesize and illustrate the principles and practices of including ILSA data in meta-analyses. Specifically, we (a) review four ILSA data inclusion approaches (analytic steps, potential, challenges); (b) examine whether and how existing meta-analyses included ILSA data; and (c) provide a hands-on illustrative example of how to implement the four approaches. Seeing the need for meta-analyses on educational inequalities, we situated the review and illustration in the context of gender differences and socioeconomic gaps in student achievement. Ultimately, we outline the steps meta-analysts could take to utilize the potential and address the challenges of ILSA data for meta-analyses in education.https://doi.org/10.1186/s40536-024-00191-1Gender differencesDigital literacyInternational large-scale assessmentsMeta-analysisSocioeconomic status |
| spellingShingle | Ronny Scherer Fazilat Siddiq Trude Nilsen The potential of international large-scale assessments for meta-analyses in education Large-scale Assessments in Education Gender differences Digital literacy International large-scale assessments Meta-analysis Socioeconomic status |
| title | The potential of international large-scale assessments for meta-analyses in education |
| title_full | The potential of international large-scale assessments for meta-analyses in education |
| title_fullStr | The potential of international large-scale assessments for meta-analyses in education |
| title_full_unstemmed | The potential of international large-scale assessments for meta-analyses in education |
| title_short | The potential of international large-scale assessments for meta-analyses in education |
| title_sort | potential of international large scale assessments for meta analyses in education |
| topic | Gender differences Digital literacy International large-scale assessments Meta-analysis Socioeconomic status |
| url | https://doi.org/10.1186/s40536-024-00191-1 |
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