The IERI Monograph Series

Between 2008 and 2012 IERI sponsored a publication in the form of a monograph series. The IERI Monograph series is now published as the Large-scale Assessments in Education journal. The work published in this monograph series was that which was funded or commissioned by the Institute, and may include any other work that has been submitted to the Institute for publication. In order to be published as part of the monograph series, submissions underwent and received favorable technical, substantive, and editorial review. 

For information on how to submit a paper for review and publication please visit us at here.


IERI Monograph Series Special Issue 2 (October 2013)

Measuring Students’ Family Background in Large-Scale International Education Studies
Falk Brese and Plamen Mirazchiyski

Dirk Hastedt and Matthias von Davier

1. Introduction
2. Importance of Family Background in Large-Scale Education Studies
3. Measuring Family Background
4. Research Questions
5. Method
6. Findings
7. Discussion


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IERI Monograph Series Special Issue 1 (October 2012)

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

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


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IERI Monograph Series Volume 5 (October 2012)

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

Rescaling sampling weights and selecting mini-samples from large-scale assessment databases
Eugenio J. Gonzalez


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IERI Monograph Series Volume 4 (October 2011)

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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IERI Monograph Series Volume 1 (October 2008)


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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