Overview
- Presents contributions from a remarkable line up of respected researchers at the forefront of the social and behavioural sciences discussing important issues of intelligence, educational indicators, effects on school achievement and measurement dilemmas
- Offers a much-needed overview of the research on intelligence, cognitive abilities, educational achievement, and complex measurement
- A handbook for advanced doctoral and master’s level students looking for statistical insights combined with broad scientific, ethical and political discussion
- Includes supplementary material: sn.pub/extras
Part of the book series: Methodology of Educational Measurement and Assessment (MEMA)
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Table of contents (16 chapters)
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Front Matter
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Cognitive Abilities
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Front Matter
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Causes and Effects of Educational Achievement
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Front Matter
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Modelling Measurement Properties
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Front Matter
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Keywords
- teacher cognition
- theories of the human mind
- levels of development
- fluid intelligence
- crystallized intelligence
- gender differences in cognitive abilities
- School achievement
- TIMSS
- PIRLS
- equity and quality in primary education
- Scholastic Aptitude Test
- teacher effectiveness research
- measures of teacher effectiveness
- validity
- classical test theory
- item response theory
- generalized latent variable models
- Rasch analyses
- classical statistical analyses
- comparing indicator data
About this book
This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results.
The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spenton teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding?
This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills.
Editors and Affiliations
Bibliographic Information
Book Title: Cognitive Abilities and Educational Outcomes
Book Subtitle: A Festschrift in Honour of Jan-Eric Gustafsson
Editors: Monica Rosén, Kajsa Yang Hansen, Ulrika Wolff
Series Title: Methodology of Educational Measurement and Assessment
DOI: https://doi.org/10.1007/978-3-319-43473-5
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2017
Hardcover ISBN: 978-3-319-43472-8Published: 29 September 2016
Softcover ISBN: 978-3-319-82834-3Published: 14 June 2018
eBook ISBN: 978-3-319-43473-5Published: 03 October 2016
Series ISSN: 2367-170X
Series E-ISSN: 2367-1718
Edition Number: 1
Number of Pages: XXXIV, 327
Number of Illustrations: 43 b/w illustrations
Topics: Assessment, Testing and Evaluation, Statistics for Social Sciences, Humanities, Law, Psychometrics