| Preface to the special issue | Selda YILDIRIM | 1–2 |
| Test theory: Some basic notions | Norman VERHELST | 3–19 |
| Gender differential item functioning in mathematics in four international jurisdictions | Debra (Dallie) SANDILANDS, Kadriye ERCİKAN, Juliette LYONS-THOMAS | 20–32 |
| Comparability between the American and Turkish versions of the TIMSS mathematics test results | Kadriye ERCİKAN, G. Rubab ARIM | 33–48 |
| Profile analysis as a generalized differential item functioning analysis method | Selda YILDIRIM, H. Hüseyin YILDIRIM, Norman VERHELST | 49–64 |
| Findings from an empirical vertical scaling study with BILOG-MG | Hüseyin Hüsnü YILDIRIM | 65–77 |
| LYS başarılarına göre okul performanslarının eğitsel veri madenciliği teknikleriyle incelenmesi: 2011 İstanbul örneği | Öyküm Esra AŞKIN, Ömer BİLEN, Ali Hakan BÜYÜKLÜ, Davut HOTAMAN | 78–94 |
| Cross-grade comparison of relationship between students’ engagement and TIMSS 2011 science achievement | Nurcan KAHRAMAN | 95–107 |
| The multilevel effects of student and classroom factors on the science achievement of eighth graders in Turkey | Mehmet İkbal YETİŞİR | 108–120 |
| Öğretmen niteliklerinin TIMSS 2011 fen başarısına çok düzeyli etkileri | Hakan Yavuz ATAR | 121–136 |
| Examining item difficulties with respect to science teachers’ backgrounds and their views on science instruction | Eren CEYLAN | 138–149 |
| The effects of student and school factors on mathematics achievement in TIMSS 2011 | Gözde AKYÜZ | 150–162 |
| Öğrenci başarılarının belirlenmesi sınavında öğrenci ve okul özelliklerinin Türkçe başarısı ile ilişkisi | Meltem Acar GÜVENDİR | 163–180 |