International Large-Scale Assessments and Culture: Implications for Designing Educational Technology

Abstract

This paper presents principles of designing Educational Assessment Technology (EdAT) that is culturally-appropriate. These principles are based on a study on international large-scale assessments (ILSA) and the relations of their findings with culture. In order to achieve this, we correlate ILSA data with Cultural Dimension data for 81 countries and examine the implications for designing student-centred systems based on cultural dimensions. Cultural dimensions such as long-term orientation are good predictors for achievement and can guide design decisions around adaptation.