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Assessment in Education: Principles, Policy & Practice Volume 27, 2020 - Issue 6
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Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods

Ji Zhoua Leibniz-Institut Für Bildungsforschung Und Bildungsinformation (DIPF), Frankfurt am Main, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8318-1457View further author information
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Jia Hea Leibniz-Institut Für Bildungsforschung Und Bildungsinformation (DIPF), Frankfurt am Main, Germany;b Department of Methodology and Statistics, Leibniz-Institut Für Bildungsforschung Und Bildungsinformation (DIPF), Tilburg University, Tilburg, NetherlandsORCID Iconhttps://orcid.org/0000-0001-7310-4861View further author information
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Dominique Lafontainec Department of Education Science, University of Liège, Liège, BelgiumORCID Iconhttps://orcid.org/0000-0003-1497-4634View further author information
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Pages 635-654 | Received 09 Jan 2020, Accepted 08 Sep 2020, Published online: 05 Oct 2020

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Hangyan Yu & Jie Hu. (2022) A multilevel regression analysis of computer-mediated communication in synchronous and asynchronous contexts and digital reading achievement in Japanese students. Interactive Learning Environments 0:0, pages 1-15.
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Therese N. Hopfenbeck. (2020) Rethinking validity in educational assessment. Assessment in Education: Principles, Policy & Practice 27:6, pages 585-587.
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Articles from other publishers (2)

Osman Tolga Aricak, Hakan Guldal & Irfan Erdogan. (2023) Which noncognitive features provide more information about reading performance? A data-mining approach to big educational data. Journal of Pacific Rim Psychology 17, pages 183449092311640.
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Dominique Lafontaine, Nina Jude & Johanna Leck. (2022) Éléments de validation d’une échelle de mesure des connaissances métacognitives liées à la lecture numérique. Mesure et évaluation en éducation 45:1, pages 1.
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