Large-scale international assessments of learning outcomes: balancing the interests of multiple stakeholders

The Effect of Faculty Research on Student Learning in College

“…The data for this study were collected in 2015 to 2018 as part of the larger program called the Study of Undergraduate Performance (SUPER). The SUPER program was organized by researchers at Stanford University in collaboration with Educational Testing Services (ETS) and university-based research teams in China, Russia, and India (Li et al, 2020; Loyalka et al, 2019, 2021). Data were collected from nationally representative samples of EE-related programs in China, India, and Russia and nationally representative samples of CS-related programs in India and Russia.…”

“…These dates correspond to the beginning of the 3rd year of their undergraduate studies. Participation of the universities and students in the study was voluntary; all students received the same incentives to participate that included a student-level score report about their individual performance (see more details about the data collection process in Online Appendix A and in Loyalka et al [2021] and Li et al [2020]). Trained enumerators administered valid and reliable math and science (physics-the main science subject taught in the first 2 years) exams to students in a timed and controlled environment.…”

Analysis of the Advantages and Disadvantages of ILSAs in Developing Countries: A Case Study of China

“…Through previous experience, the advantage of ILSAs is that it provokes reflection among stakeholders and thus contributes to the promotion of the education policy. By comparing assessment results, students' deficiencies in skills and learning abilities, such as critical thinking, can be identified (Shahjahan & Torres, 2013 cited in Li et al, 2021), thus pushing educational policy makers, schools, teachers and students to make improvements (Li et al, 2021). Taking China as an example, Tan (2019) explained that PISA has not only identified the existing problems in Chinese education regarding students' excessive academic burden which has promoted educators' reflection, but also has provided confidence and authoritative evidence for China's education reform.…”

“…As such, it could be a valuable opportunity to break the stereotype of backwardness and achieve a greater voice in the international arena. Secondly, ILSAs such as PISA, which are non-profit and cost-funded assessments can ease the financial burden on low-income countries and provide them with an opportunity to understand the strengths and weaknesses of local education (Wagemaker, 2020), although some research has shown that the conduct of ILSAs are influenced by stakeholders' attitudes towards assessments, as they may be more supportive of assessments when the benefits outweigh the losses (Li et al, 2021).…”