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Introduction to special issue on quasi-causal methods

机译：准因果方法特刊简介

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Over the past 50?years, ILSAs have experienced marked development in terms of scope, participants, and sophistication. The first such study, the International Association for the Evaluation of Educational Achievement’s Pilot Twelve Country Study was completed in 1961 and measured achievement in math, reading, geography, science, and so-called non-verbal ability (Forshay et?al. 1962). Reported achievement was based on fairly simple statistics and item response theory and related methods were relative new-comers and not often used in educational research. This seemingly modest accomplishment of measuring educational achievement in six subjects and twelve countries is really monumental when we consider the state-of-the-science at the time: there was no internet or email and calculating regression parameter estimates could take up to 24?h (Ramcharan 2006). In contrast, current international assessments use highly sophisticated designs, with rotated booklets, complex estimation methods, and computerized platforms for administration; participating systems number in the dozens; and national policy makers wait with bated breath for the results of each study cycle. And commensurate with these developments, a natural interest in understanding variation in achievement has emerged. Perhaps more importantly, researchers and policy makers want to know what, if anything can be done to improve achievement overall and for particular groups of test takers. This, in turn, has motivated interest in making connections between a host of potential causes and achievement; although it is important to note that this interest isn’t strictly limited to the achievement domain.
机译：在过去的50年中，ILSA在范围，参与者和复杂性方面都经历了显着的发展。第一项这样的研究是国际教育成就评估协会的“十二个国家试点研究”于1961年完成，并测量了数学，阅读，地理，科学和所谓非语言能力方面的成就（Forshay等人，1962年）。 。报告的成绩基于相当简单的统计数据和项目响应理论，相关方法相对较新，在教育研究中并不常用。当我们考虑当时的科学水平时，在六个学科和十二个国家中衡量教育成就的表面上看似微不足道的成就确实是不朽的：没有互联网或电子邮件，并且计算回归参数的估计最多需要24小时？ （Ramcharan 2006）。相反，当前的国际评估使用了高度复杂的设计，轮换的小册子，复杂的估算方法以及用于管理的计算机平台;参与系统的数量是几十个;国家决策者喘不过气来等待每个学习周期的结果。与这些发展相对应的是，自然而然地产生了理解成就差异的兴趣。也许更重要的是，研究人员和政策制定者想知道，如果可以采取什么措施来提高整体水平以及针对特定应试者的成就，该怎么做。反过来，这激发了人们在许多潜在原因和成就之间建立联系的兴趣。尽管需要注意的是，这种兴趣并不仅限于成就领域，这一点很重要。

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