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Outcomes and Causal Inference in International Comparative Assessments

Deliverables

Appointment contracts for ESRs

Full-time contracts for all ESRs at the respective beneficiaries.

Supervisory Board

Appointment of members of the supervisory board from each beneficiary and partner organization. Election selection committee and gender and diversity committee. Plan detailed task allocation, communication, management strategy.

Announcement of the ESR positions finalized

The 15 ESR positions are first announced in month 1 through EURAXESS, internet portals, journals, and the OCCAM website and social media accounts. In case of vacant positions, these are announced through mailing lists, partners' networks, and flyers sent to universities in month 4, at latest.

Completion of Theoretical Network-wide Training

The theoretical component of the network-wide trainings is completed with the third network-wide (ten days long) workshop.

Completion of Methodological Network-wide Training

The methodological component of the network-wide trainings is completed with the second network-wide (ten days long) workshop.

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Publications

Item position effects in listening but not in reading in the European Survey of Language Competences

Author(s): Andrés Christiansen, Rianne Janssen
Published in: Educational Assessment, Evaluation and Accountability, 2020, ISSN 1874-8597
DOI: 10.1007/s11092-020-09335-7

Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science

Author(s): Olesya Gladushyna, Rolf Strietholt, Isa Steinmann
Published in: Educational Assessment, Evaluation and Accountability, 2020, ISSN 1874-8597
DOI: 10.1007/s11092-020-09352-6

Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015

Author(s): Ana María Mejía-Rodríguez, Hans Luyten, Martina R. M. Meelissen
Published in: International Journal of Science and Mathematics Education, 2020, ISSN 1571-0068
DOI: 10.1007/s10763-020-10100-x

Developing a shared cluster construct of instructional leadership in TALIS

Author(s): Jelena Veletić, Rolf Vegar Olsen
Published in: Studies in Educational Evaluation, Issue 68, 2021, Page(s) 100942, ISSN 0191-491X
DOI: 10.1016/j.stueduc.2020.100942

Is Canada really an education superpower? The impact of non-participation on results from PISA 2015

Author(s): Jake Anders, Silvan Has, John Jerrim, Nikki Shure, Laura Zieger
Published in: Educational Assessment, Evaluation and Accountability, 2020, ISSN 1874-8597
DOI: 10.1007/s11092-020-09329-5

Conditioning: How background variables can influence PISA scores

Author(s): Zieger, L. R., Jerrim, J., Anders, J., & Shure, N.
Published in: CEPEO Working Paper Series 20(09), 2020

Monetary and time investments in children’s education: How do they differ in workless households?

Author(s): Häs, S., Anders, J., & Shure, N.
Published in: CEPEO Working Paper Series (Working Paper No. 20–10; CEPEO Working Paper Series), 2020

De invloed van school- en systeemkenmerken op (on)gelijke onderwijsuitkomsten naar sociale herkomst en thuistaal: vergelijkende analyse op PISA 2015

Author(s): Franck, E. & Nicaise, I.
Published in: 2019