Association for Educational Assessment – Europe (AEA)
AEA-Europe acts as a platform for discussion of developments in educational assessment in Europe, fostering co-operation and facilitating liaison between organizations and persons active in educational assessment across the whole of Europe.
http://www.aea-europe.net/index.html
Australian Council for Educational Research (ACER)
ACER is committed to creating and distributing research-based knowledge, products and services to improve learning across the lifespan in both formal and informal settings.
http://www.acer.edu.au/
Educational Testing Service (ETS)
ETS is a nonprofit institution advancing quality education with educational testing, curriculum development assets and test preparation products.
www.ets.org/
International Association for Educational Achievement (IAEA)
The broad purpose of IAEA is to assist educational agencies in the development and appropriate application of educational assessment techniques to improve the quality of education. IAEA focuses on international cooperation and seeks to facilitate the development of closer ties among relevant agencies and individuals around the world.
http://www.iaea.info/index.php?option=com_content&task=view&id=11&Itemid=47
International Association for the Evaluation of Educational Achievement (IEA)
The International Association for the Evaluation of Educational Achievement (IEA) is an independent, international cooperative of national research institutions and governmental research agencies.
Through its comparative research and assessment projects, IEA aims to provide international benchmarks that may assist policy-makers in identifying the comparative strengths and weaknesses of their educational systems. The organization also provides data to increase policy-makers’ understanding of key school- and non-school-based factors that are correlated with student achievement. Through its web site it shares its findings and contributes to the development of a world-wide community of researchers in educational evaluation.
International Institute for Educational Planning (IIEP)
IIEP promotes training and research in educational planning, policy and administration in relation to economic and social development, and provides training by organizing residential and distance training courses, seminars, workshops and individually tailored programs for senior civil servants, educational planners and managers or experts attached to institutions responsible for the promotion of social and economic development.
http://www.iiep.unesco.org/index.php?id=32
International Review of Curriculum and Assessment Frameworks Archive (INCA)
INCA provides descriptions of government policy on education in Australia, Canada, England, France, Germany, Hungary, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Northern Ireland, Scotland, Singapore, Spain, Sweden, Switzerland, the USA and Wales. It focuses on curriculum, assessment and initial teacher training frameworks for pre-school, primary, lower secondary and upper secondary education in schools (3-19 age range).
http://www.inca.org.uk/
National Assessment of Educational Progress (NAEP)
This is the United State's "Report Card" for educational achievement in reading, math and science, writing, United States history, civics, geography, and the arts.
http://nces.ed.gov/nationsreportcard/
National Center for Education Statistics (NCES)
The US National Center for Education Statistics (NCES), located within the U.S. Department of Education and the Institute of Education Sciences, is the primary federal entity for collecting and analyzing data related to education.
http://nces.ed.gov/
National Foundation for Educational Research (NFER)
The United Kingdom's research foundation has been active in national and international assessment for many years. NFER has developed an extensive range of tests catering for preschool children to adults. In recent years it has devoted considerable attention to developing assessments for the National Curriculum.
http://www.nfer.ac.uk/index.cfm
National Institute for Educational Measurement (CITO)
CITO offers testing, assessment, counseling and training to organizations and individual teachers. It serves training institutes, companies and governments with consultancy, product development, training, and logistics.
http://www.cito.nl/com_index.htm
New Zealand Council for Educational Research (NZCER)
NZCER is an independent educational research organization with a bicultural focus.
http://www.nzcer.org.nz/
No Child Left Behind (NCLB)
NCLB is an educational initiative of the Department of Education of the US Government, proposed by President Bush to increase teacher and school accountability through regular assessment of student achievement. The overall purpose of the law which supports NCLB is to ensure that each child in the United States is able to meet the learning standards of the state where he or she lives.
http://www.ed.gov/nclb/landing.jhtml?src=pb
Programme d'Analyse des Systèmes Educatifs des Pays de la CONFEMEN (PASEC)
PASEC, established in 1991, acts as a network for sharing information on educational evaluation instruments and results among francophone countries. Initially, pupils in grades 2 and 5 were assessed in French and mathematics. Now pupils are assessed in all grades from 2 through 6. Since 1994, the same tests have been used in all countries. Data are also collected from pupils and teachers on a variety of school and background factors.
http://www.confemen.org/
Progress in International Reading Literacy Study (PIRLS)
PIRLS measures the status and trends in fourth-grade children's reading literacy “achievement”, and policy and practices related to literacy. A project of the IEA headquartered in Amsterdam, it is directed by the PIRLS International Study Center at Boston College.
http://timss.bc.edu/index.html
Southern African & Eastern African Consortium for Monitoring Educational Quality (SACMEQ)
The SACMEQ project was created to improve and maintain quality in education systems in Africa. Between 1995 and 1998, eight education ministries collected information in SACMEQ I on baseline indicators for educational inputs, general conditions of schooling, equity assessments for human and material resource allocations, and the literacy levels of grade 6 students. Fifteen countries participated in SACMEQ II between 1999 and 2002. Its training programs have been carried out through IIEP, UNESCO Paris.
http://www.sacmeq.org/
The International Association for the Evaluation of Educational Achievement (IEA)
IEA is an independent, international cooperative of national research institutions and governmental bodies. Since its inception in 1958, the IEA has conducted more than 23 research studies of cross-national achievement including TIMSS and PIRLS.
http://www.iea.nl/
The Program for International Student Assessment (PISA)
The Programme for International Student Assessment (PISA) assesses the knowledge and skills of 15-year-old students at three-year intervals under the auspices of the Organisation for Economic Co-operation and Development (OECD). PISA was developed to provide regular indicators of students’ achievement near the end of compulsory schooling.
http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html
The Trends in International Math and Science Study (TIMSS)
TIMSS collects educational achievement data at the fourth and eighth grades to provide information about trends in performance over time together with background information related to the quantity, quality, and content of instruction. A project of the International Association for the Evaluation of Educational Achievement headquartered in Amsterdam, it is directed by the TIMSS International Study Center at Boston College.
http://timss.bc.edu/
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