Credits

Introduction
Hans Wagemaker and Irwin Kirsch

Test-taking motivation on low-stakes tests: A Swedish TIMSS 2003 example
Hanna Eklöf

An alternative examination of Chinese Taipei mathematics achievement: Application of the rule-space method to TIMSS 1999 data
Yi-Hsin Chen, Joanna S. Gorin, Marilyn S. Thompson, and Kikumi K. Tatsuoka

Estimation of a Rasch model including subdimensions
Steffen Brandt

Application of multilevel IRT to investigate cross-national skill profiles on TIMSS 2003
Chanho Park and Daniel M. Bolt

Linking for the general diagnostic model
Xueli Xu and Matthias von Davier

Linking errors in trend estimation for international surveys in education
C. Monseur, H. Sibberns, and D. Hastedt

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Introduction
Matthias von Davier and Dirk Hastedt

What are plausible values and why are they useful?
Matthias von Davier, Eugenio Gonzalez, and Robert J. Mislevy

Teachers’ qualifications and their impact on student achievement: Findings from TIMSS 2003 data for Israel
Ruth Zuzovsky

Equivalence of item difficulties across national versions of the PIRLS and PISA reading assessments
Aletta Grisay, Eugenio Gonzalez, and Christian Monseur

Curriculum coverage and scale correlation on TIMSS 2003
Juliane Hencke, Leslie Rutkowski, Oliver Neuschmidt, and Eugenio Gonzalez

Questionnaire construct validation in the International Civic and Citizenship Education Study
Wolfram Schulz

Cluster analysis for cognitive diagnosis: An application to the 2001 PIRLS reading assessment
Chia-Yi Chiu and Minhee Seo

Variance estimation for NAEP data using a comprehensive resampling based approach: An application of cognitive diagnostic models
Chueh-an Hsieh, Xueli Xu, and Matthias von Davier

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Introduction
Dirk Hastedt and Matthias von Davier

The importance of class composition for reading achievement. Migration background, social composition, and instructional practices: An analysis of the German 2006 PIRLS data
Nicole Bellin, Oscar Dunge, and Catherine Gunzenhauser

Assessing fit of latent regression models
Sandip Sinharay, Zhumei Guo, Matthias von Davier, and Bernard P. Veldkamp

School quality and student achievement in 21 European countries: The Heyneman-Loxley effect revisited
Sonia Ilie and Petra Lietz

One approach to detecting the invariance of proficiency standards over time
Jiahe Qian

The relationship between motivational components and reading competency of Hungarian-speaking children in three countries: A secondary analysis of the PIRLS 2001 and 2006 data
Éva D. Molnár and László Székely

Principles of multiple matrix booklet designs and parameter recovery in large-scale assessments
Eugenio Gonzalez and Leslie Rutkowski

A blind item-review process as a method to investigate invalid moderators of item difficulty in translated assessment items
Enis Dogan and Ruhan Circi

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Introduction
Matthias von Davier and Dirk Hastedt

Age distribution and reading achievement configurations among fourth-grade students in PIRLS 2006
Michael O. Martin, Ina V. S. Mullis, and Pierre Foy

The influences of home language, gender, and social class on mathematics literacy in France, Germany, Hong, Kong, and the United States
Aminah Perkins, Laura Quaynor, and George Engelhard, Jr.

Hierarchical factor item response theory models for PIRLS: capturing clustering effects at multiple levels
Frank Rijmen

Diagnostic cluster analysis of mathematics skills
Yoon Soo Park and Young-Sun Lee

TEDS-M: Diagnosing teacher knowledge by applying multidimensional item response theory and multiple-group models
Sigrid Blömeke, Richard T. Houang, and Ute Suhl

PISA test format assessment and the local independence assumption
Christian Monseur, Ariane Baye, Dominique Lafontaine, and Valérie Quittre Information for contributors

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Introduction
Dirk Hastedt and Matthias von Davier

Measuring family socioeconomic status: An illustration using data from PIRLS 2006
Daniel H. Caro and Diego Cortés

Estimating linking error in PIRLS
Michael O. Martin, Ina V. S. Mullis, Pierre Foy, Bradley Brossman, and Gabrielle M. Stanco

Exploring the measurement profiles of socioeconomic background indicators and their differences in reading achievement: A two-level latent class analysis
Kajsa Yang Hansen and Ingrid Munck

Leadership, learning-centered school conditions, and mathematics achievement: What can the United States learn from top performers on TIMSS?
Nianbo Dong and Xiu Chen Cravens

IERI TECHNICAL NOTES 
Rescaling sampling weights and selecting mini-samples from large-scale assessment databases
Eugenio J. Gonzalez
[TechNote1.zip]

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Sample Size Requirements in HLM: An Empirical Study 
The Relationship Between the Sample Sizes at Each Level of a Hierarchical Model
and the Precision of the Outcome Model
Sabine Meinck and Caroline Vandenplas

Foreword
Matthias von Davier and Dirk Hastedt

1. Introduction

2. Literature Review

3. Research Questions

4. Data and Methods

5. Results and Discussion

6. Limitations and Need for Further Research

7. Summary and Conclusions

Appendix

References

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Information for Contributors