The potential of international large-scale assessments for meta-analyses in education
Journal article, Peer reviewed
Published version
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https://hdl.handle.net/11250/3119045Utgivelsesdato
2024Metadata
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- Publikasjoner fra Cristin [3926]
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Originalversjon
10.1186/s40536-024-00191-1Sammendrag
Meta-analyses and international large-scale assessments (ILSA) are key sources
for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources, meta- analysts seldom integrate ILSAs, and current integration practices lack methodological guidance. The aim of this methodological review is therefore to synthesize and illus- trate the principles and practices of including ILSA data in meta-analyses. Specifically, we (a) review four ILSA data inclusion approaches (analytic steps, potential, challenges); (b) examine whether and how existing meta-analyses included ILSA data; and (c) provide a hands-on illustrative example of how to implement the four approaches. Seeing the need for meta-analyses on educational inequalities, we situated the review and illustration in the context of gender differences and socioeconomic gaps in stu- dent achievement. Ultimately, we outline the steps meta-analysts could take to utilize the potential and address the challenges of ILSA data for meta-analyses in education.