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In November 2000, the Board on International Comparative Studies in
Education (BICSE) held a symposium to draw on the wealth of
experience gathered over a four--decade period, to evaluate
improvement in the quality of the methodologies used in
international studies, and to identify the most pressing
methodological issues that remain to be solved. Since 1960, the
United States has participated in 15 large--scale cross--national
education surveys. The most assessed subjects have been science and
mathematics through reading comprehension, geography, nonverbal
reasoning, literature, French, English as a foreign language, civic
education, history, computers in education, primary education, and
second--language acquisition. The papers prepared for this
symposium and discussions of those papers make up the volume,
representing the most up--to--date and comprehensive assessment of
methodological strengths and weaknesses of international
comparative studies of student achievement. These papers answer the
following questions: (1) What is the methodological quality of the
most recent international surveys of student achievement? How
authoritative are the results? (2) Has the methodological quality
of international achievement studies improved over the past 40
years? and (3) What are promising opportunities for future
improvement?
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