Dr Mustafa Asil, Our People, College of Education, University of Otago, New Zealand

Mustafa Asil Psychometrician; Senior Lecturer
BS (Marmara) MA (The Ohio State) PhD (Hacettepe)

Dunedin Campus
Tel 64 479 4283
Email mustafa.asil@otago.ac.nz

Biography

I am a senior lecturer at the College of Education, University of Otago. In this role, I serve as the psychometrician for the Educational Assessment Research Unit (EARU), and also teach, and supervise doctoral and master’s students. In EARU, I am responsible for providing research and psychometric support in the execution of the National Monitoring Study of Student Achievement (NMSSA) Project. Alongside amazing colleagues, I work to provide research that ensures our assessments are evidence-based and fair to all students.

Prior to joining EARU, I have worked as a school-based mathematics teacher, item writer and researcher. Most recently, I was a Lecturer in psychometrics at the Centre for Healthcare Education Research and Innovation (CHERI) within the University of Aberdeen, UK. I was responsible for providing and supporting the further development and implementation of best evidence-informed assessment practices across the School of Medicine, Medical Sciences and Nutrition.

My research interests are primarily in quantitative research, assessment and psychometrics with a special focus on fairness in educational assessment.

If you would like to discuss possible supervision or collaborating with us, please email me.

Research Interests

Fairness in assessment
Quantitative research
Psychometrics

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Publications

NMSSA Project Team, including Renner, S., Wells, T., Ferrier-Kerr, D., Berg, D., Young, S., Ward, J., Asil, M., White, J., & Lancaster, D. (2023). Exemplars for teachers: The arts [National Monitoring Study of Student Achievement (NMSSA) Report 25-EX]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 63p. Retrieved from https://nmssa.otago.ac.nz/reports-and-resources/the-arts-resources/

Berg, D. A. G., Skaalvik, E. M., Asil, M., Hill, M. F., Uthus, M., Tangen, T. N., & Smith, J. K. (2023). Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand. Teaching & Teacher Education, 125, 104041. doi: 10.1016/j.tate.2023.104041

NMSSA Project Team, including Berg, D., Ward, J., Asil, M., White, J., & Young, S. (2022). Learning languages 2021: Key findings [National Monitoring Study of Student Achievement (NMSSA) Report 24]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 74p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Berg, D., Ward, J., Asil, M., White, J., Lancaster, D., & Young, S. (2022). The Arts 2021: Key findings [National Monitoring Study of Student Achievement (NMSSA) Report 25]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 66p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Ward, J., Berg, D., Asil, M., White, J., Lancaster, D., & Young, S. (2022). Technology 2021: Key findings [National Monitoring Study of Student Achievement (NMSSA) Report 26]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 58p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

Ercikan, K., Asil, M., & Grover, R. (2018). La brecha digital: Un contexto crítico para las evaluaciones con base digital [Digital divide: A critical context for digitally based assessments]. In M. d. Ibarrola Nicolín (Ed.), Temas clave de la evaluación de la educación básica: Diálogos y debates [Key issues in the evaluation of basic education: Dialogues and debates]. (pp. 172-193). Mexico City, Mexico: Fondode Cultura Económica.

Chapter in Book - Other

Journal - Research Article

Lipnevich, A. A., Gijcali, K., Asil, M., & Smith, J. K. (2021). Development of a measure of receptivity to instructional feedback and examination of its links to personality. Personality & Individual Differences, 169, 110086. doi: 10.1016/j.paid.2020.110086

Journal - Research Article

Asil, M., Gilmore, A., & Yilmaz, H. B. (2020). Ethnic differences in students' attitudes to the arts: Providing validity evidence to make comparisons. European Journal of Educational Research, 9(3), 1177-1187. doi: 10.12973/EU-JER.9.3.1177

Journal - Research Article

Smith-Han, K., Collins, E., Asil, M., Gamble Blakey, A., Anderson, L., Berryman, E., & Wilkinson, T. J. (2020). Measuring exposure to bullying and harassment in health professional students in a clinical workplace environment: Evaluating the psychometric properties of the clinical workplace learning NAQ-R scale. Medical Teacher, 42(7), 813-821. doi: 10.1080/0142159X.2020.1746249

Journal - Research Article

Wang, C., Daniel, B. K., Asil, M., Khwaounjoo, P., & Cakmak, Y. O. (2020). A randomised control trial and comparative analysis of multi-dimensional learning tools in anatomy. Scientific Reports, 10, 6120. doi: 10.1038/s41598-020-62855-6

Journal - Research Article

Bahar, M., & Asil, M. (2018). Attitude towards e-assessment: Influence of gender, computer usage and level of education. Open Learning, 33(3), 221-237. doi: 10.1080/02680513.2018.1503529

Journal - Research Article

Bahar, M., Asil, M., & Rubie-Davies, C. M. (2018). Measurement invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish context. European Journal of Educational Research, 7(1), 113-120. doi: 10.12973/eu-jer.7.1.113

Journal - Research Article

Bahar, M., Uğur, H., & Asil, M. (2018). Social achievement goals and students' socio-economic status: Cross-cultural validation and gender invariance. Issues in Educational Research, 28(3), 511-529.

Journal - Research Article

Ercikan, K., Asil, M., & Grover, R. (2018). Digital divide: A critical context for digitally based assessments. Education Policy Analysis Archives, 26, 51. doi: 10.14507/epaa.26.3817

Journal - Research Article

Asil, M. (2017). A school-based measure of culturally responsive practices. Frontiers in Education, 2, 17. doi: 10.3389/feduc.2017.00017

Journal - Research Article

Asil, M., & Brown, G. T. L. (2016). Comparing OECD PISA reading in English to other languages: Identifying potential sources of non-invariance. International Journal of Testing, 16, 71-93. doi: 10.1080/15305058.2015.1064431

Journal - Research Article

Rubie-Davies, C., Asil, M., & Teo, T. (2016). Assessing measurement invariance of the Student Personal Perception of Classroom Climate across different ethnic groups. Journal of Psychoeducational Assessment, 34(5), 442-460. doi: 10.1177/0734282915612689

Journal - Research Article

Ercikan, K., Roth, W.-M., & Asil, M. (2015). Cautions about inferences from international assessments: The case of PISA 2009. Teachers College Record, 117(1), 010302.

Journal - Research Article

Asil, M., Teo, T., & Noyes, J. (2014). Validation and measurement invariance of the Computer Attitude Measure for Young Students (CAMYS). Journal of Educational Computing Research, 51(1), 49-69. doi: 10.2190/EC.51.1.c

Journal - Research Article

Asil, M., & Gelbal, S. (2012). PISA öğrenci anketinin kültürler arasi eşdeğerliği [Cross cultural equivalence of PISA student questionnaire]. Eğitim ve Bilim / Education & Science, 37(166), 236-249.

Journal - Research Article

Asil, M., Gilmore, A., & Liau, A. K. (2019). Understanding students' sense of safety at school. Proceedings of the 5th Asia Pacific Conference on Contemporary Research (APCCR). (pp. 14). Gordon, Australia: Asia Pacific Institute of Advance Research (APIAR). Retrieved from https://apiar.org.au

Conference Contribution - Published proceedings: Abstract

Gilmore, A., & Asil, M. (2019). Exploring contexts that enhance the learning for all students: The effect of student wellbeing on achievement and confidence to learn in school. Proceedings of the Australian Association for Research in Education (AARE) Conference. 866. Retrieved from https://www.aareconference.com.au/

Conference Contribution - Published proceedings: Abstract

Ingram, N., Berg, D., Asil, M., & Smith, J. (2019). Teacher self-efficacy: Impact on pedagogy. In G. Hine, S. Blackley & A. Cooke (Eds.), Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA): Mathematics Education Research: Impacting Practice. (pp. 806). Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA). Retrieved from https://www.merga.net.au

Conference Contribution - Published proceedings: Abstract

Asil, M., Liau, A. K., & Gilmore, A. (2018). Understanding students’ sense of belonging at school: A view from the national monitoring study of student achievement. Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. (pp. 44). Retrieved from http://www.nzareconference.org.nz

Conference Contribution - Published proceedings: Abstract

Ingram, N., Asil, M., & Berg, D. (2017). The impact of mathematics teaching efficacy on teachers' pedagogical practices. Proceedings of the European Association for Research on Learning and Instruction (EARLI) Conference. (pp. 291). Retrieved from https://earli.org/earli-2017

Conference Contribution - Published proceedings: Abstract

Asil, M. (2016). A school-based measure of culturally responsive practices. Proceedings of the International Test Commission (ITC) Conference: Improving Policy and Practice: Opportunities and Challenges in an International Context. Retrieved from http://conferences.educ.ubc.ca/index.php/itc2016/itc2016/paper/view/456

Conference Contribution - Published proceedings: Abstract

Ercikan, K., Asil, M., & Grover, R. (2016). Digital divide: A critical context for digitally based assessments. Proceedings of the Future tests and Test Environments Conference. Retrieved from https://iml.edusci.umu.se/conferences/en/kadriye-ercikan-2/

Conference Contribution - Published proceedings: Abstract

Asil, M., & Brown, G. (2014). Comparing OECD PISA reading in English to other languages. In P. Elosua (Ed.), Proceedings of the 9th Conference of the International Test Commission: Global and Local Challenges for Best Practices in Assessment. (pp. 128). Leioa, Spain: Universidad del País Vasco. [Abstract]

Conference Contribution - Published proceedings: Abstract

Berg, D. A. G., Ingram, N., Asil, M., & Smith, J. K. (2020, November). NMSSA, teacher self-efficacy and effective practice in mathematics: Implications for ITE. Verbal presentation at the TEFANZ Research Hui (Teacher Education Forum of Aotearoa New Zealand: Te Rauika Titohu Kaiako o Aotearoa), [Online].

Conference Contribution - Verbal presentation and other Conference outputs

Liau, A. K., Asil, M., & Gilmore, A. (2018, July). Attitudes to learning with digital technology: Examining gender, year level and school decile differences. Verbal presentation at the International Conference on The Future of Education (IConFEd), George Town, Malaysia.

Conference Contribution - Verbal presentation and other Conference outputs

Asil, M. (2016, November). Impact of attitudes and opportunities to learn on student academic achievement. Verbal presentation at the New Zealand Association for Research in Education (NZARE) Conference & Annual Meeting: Nōku anō te Takapau Wharanui: The Politics of Learning, Wellington, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Asil, M., & Smith, J. K. (2016, April). Is inequality inevitable? The impact of student and school SES on achievement for different ethnic groups. Verbal presentation at the 3rd Center for Culturally Responsive Evaluation and Assessment International Conference, Chicago, USA.

Conference Contribution - Verbal presentation and other Conference outputs

Asil, M., & Darr, C. (2015, November). What national monitoring can tell us about student and school characteristics associated with mathematics achievement. Verbal presentation at the New Zealand Association for Research in Education (NZARE) Conference: Emancipation Through Education, Whakatāne, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs