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Programme for International Student Assessment (2015) - Field Trial

The PISA 2015 field trial was implemented to prepare the PISA 2015 main survey. Its main purpose is to test all instruments and procedures that will be installed for the main survey, i.e. to design high quality main survey instruments, to trial sampling and field operations, and prepare data preparation, cleaning, and analyses. PISA 2015 assesses 15-year-olds science, mathematics and reading literacy, their learning motivation and interests, other non-cognitive outcomes, as well as learning conditions in an international comparison study across 72 countries and economies.

Studien- und Projektinformationen

Laufzeit07.2011 - 12.2016
ProjektleitungJude, Nina
Beteiligte Wissenschaftler/innenBayer, Sonja; Klieme, Eckhard; Klingebiel, Franz; Kuger, Susanne; Marksteiner, Tamara; Roczen, Nina; Vieluf, Svenja
Beteiligte Institution(en)German Institute for International Educational Research, Koordination
Educational Testing Service (ETS)
Westat
cApStAn Linguistic Quality Control (cApStAn)
Statistics Canada (StatCan)
Technical University of Munich (TUM)
Organisation for Economic Co-operation and Development (OECD)
Projektwebsitewww.oecd.org/pisa
FörderungOECD

Teilstudie Chapter 04 - PISA 2015 Field Trial

Theoretical considerations led to the development of a great amount of questionnaire material, which was localized to fit the contexts of more than 70 countries and economies, implemented in a study with about 120,000 students across these countries, and analyzed to yield indicators on how well questions functioned across and within countries. Such a study, and its results, depends on design and methodological considerations and on decisions made during preparation and implementation. This chapter summarizes decisions regarding the design and analysis procedures of the PISA 2015 field trial, and the resulting data that were used to develop the PISA 2015 main survey’s context assessment. Furthermore, this chapter provides strategies and reasoning related to the choice of questionnaire material that was deemed to be suitable to assess learning contexts in different countries equally well.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Untersuchungsgebiet (geogr.)Albania; Algeria; Argentina; Australia; Austria; Belgium; Brazil; Bulgaria; Canada; Chile; People's Republic of China; Chinese Taipei; Colombia; Costa Rica; Croatia; Czech Republic; Denmark; Dominican Republic; Estonia; Finland; Former Yugoslav Republic of Macedonia; France; Georgia; Germany; Greece; Hong Kong- China; Hungary; Iceland; Indonesia; Ireland; Israel; Italy; Japan; Jordan; Kazakhstan; Korea; Kosovo; Latvia; Lebanon; Lithuania; Luxembourg; Macao-China; Malaysia; Malta; Mexico; Moldova; Montenegro; Netherlands; New Zealand; Norway; Peru; Poland; Portugal; Qatar; Romania; Russian Federation; Singapore; Slovak Republic; Slovenia; Spain; Sweden; Switzerland; Thailand; Trinidad and Tobago; Tunisia; Turkey; United Arab Emirates; United Kingdom; United States of America; Uruguay; Vietnam
UntersuchungseinheitSchüler; Lehrkräfte; Schulen; Schulleitung; Eltern
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial - PISA 2015
Datenzugang DOI: 10.7477/150:0:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 18 - Teacher Qualifications and Professional Knowledge

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Teacher Qualifications and Professional Knowledge": The present chapter aims to assemble information related to teacher qualifications and professional knowledge, as well as theoretical rationales for the realization of questionnaire material on this topic. Policy relevance is demonstrated by gleaning information on international conferences and implementations in large-scale assessments. The centrepiece of this chapter is the development of a framework that allows classifying relevant issues in a systematic way: The two main categories, Teacher Qualifications and Teacher Competence, together contain five components. Teacher Qualifications can be split into (1) the initial education of teachers, which describes the educational pathways of future teachers in their studies at university (e.g., level of education) and (2) professional development, which in turn addresses continuous, formal and informal formats for gaining further qualification on the job. The Teacher Competence category is structured into (3) professional knowledge, (4) beliefs and (5) noncognitive/motivational factors. The chapter concludes with a list of constructs that were implemented in the PISA 2015 field trial and their relation to this overarching framework.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler; Lehrkräfte; Schulleitung
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Teacher Qualifications and Professional Knowledge - PISA 2015
Datenzugang DOI: 10.7477/150:173:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 17 - Science Teaching and Learning in Schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Classroom-Level Processes for Science Teaching and Learning": In order to develop students’ scientific competencies systematically, educational experiences in school, especially high-quality classroom level processes, are crucial. The integration of educationally-relevant teaching variables in International Large-Scale Assessments provides an opportunity to analyze components of instructional quality within and between countries. This chapter outlines pivotal considerations and challenges in developing constructs in the field of science teaching and learning in schools that were implemented in the Field Trial student questionnaire of the Programme for International Student Assessment (PISA). It aims to identify educationally relevant teaching variables based on the current theoretical and empirical background of research in science education. In addition, it proposes a framework for describing science teaching and learning in school, investigating country-specific profiles, and analyzing the relationship between science teaching and students’ cognitive and non-cognitive outcomes. The constructs for the Field Trial presented at the end, consider both design-related limitations and trend issues concerning previous PISA cycles.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler; Lehrkräfte
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Science Teaching and Learning in Schools - PISA 2015
Datenzugang DOI: 10.7477/150:172:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 16 - Curriculum and Learning Time in International School Achievement Studies

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Curriculum and Learning Time in International School Achievement Studies": Students’ opportunities to learn are closely related to student achievement and thus are an important aspect of education effectiveness research. International school achievement studies have stressed their importance for questions of equity in education. This chapter concentrates on the quantity of opportunities to learn: i.e., the curriculum content and the amount of learning time that a student experiences. A literature review leads to the identification of core concepts of curriculum and learning time that should be included in international large-scale assessments (ISLAs) in order to enable meaningful reporting, provide useful data for secondary research, and facilitate policy making. The resulting theoretical frameworks, combined with the literature on education effectiveness research, are compared against previous measures for both concepts in ILSAs, and provide the foundation for questionnaire material that was developed for, implemented and evaluated in the field trial for PISA 2015.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler; Lehrkräfte; Schulleitung
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Curriculum and Learning Time in International School Achievement Studies - PISA 2015
Datenzugang DOI: 10.7477/150:171:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 15 - Building More Effective Education Systems

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Building More Effective Education Systems": The current focus on systemic reform in K-12 education in many countries around the globe began to develop in the early 2000s, in response to frustration with the low performance of some schools on the Programme for International Student Assessment (PISA) and other international assessments, compared to those in high performing countries, and also in response to widening socioeconomic achievement gaps. Researchers have identified the lack of incentives and support systems as the main culprits, and systemic change as the solution. This chapter summarizes the literature on three systemic reform areas: market-based, accountability, and decentralization reforms. It reviews the constructs that ideally would be assessed, as well as their degree of coverage in the PISA 2015 trial. The chapter concludes by discussing some implications and directions for constructs in future PISA cycles.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler; Lehrkräfte; Schulleitung
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Building More Effective Education Systems - PISA 2015
Datenzugang DOI: 10.7477/150:170:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 13 - ICT Engagement in Learning Environments

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "ICT Engagement in Learning Environments": Learning throughout the life span relies more and more on using information and communication technology (ICT) to acquire new knowledge and skills in both formal and informal learning environments. Thus, learning to use ICT and using ICT to learn have become major premises for successful participation in educational, professional, social, cultural, and civic life. To keep pace with the rapid development of ICT, people need to be able to update their ICT knowledge and skills continuously. A major conditioning personal characteristic that affects the development and adaptation of ICT skills in a self-regulated way is considered to be ICT engagement. This chapter describes the conceptual origins of this multifaceted construct. At the behavioral level it represents the use of ICT in various contexts, such as at home or at school. Most importantly, from a cognitive-motivational perspective it covers the factors that foster the self-determined and self-regulated use of ICT, such as interest in ICT, ICT selfconcept, perceived autonomy in ICT use, and social relatedness in using ICT.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: ICT Engagement in Learning Environments - PISA 2015
Datenzugang DOI: 10.7477/150:169:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 12 - Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies": Besides fostering science achievement, developing positive science-related attitudes is also an important educational goal. Students need to learn to value science, develop an interest in science, and establish positive sciencerelated self-views. Achieving these multidimensional goals enables students to participate in a society based on scientific reasoning, and influences their educational and professional career choices. This is of high significance because the shortage of skilled workers in specific technical and science professions such as engineering and physical science—especially among females—has become a concern in recent years, and is expected to worsen in the future. This chapter provides an overview of important science-related outcomes (e.g., interest in science, enjoyment of science, instrumental motivation, selfconcept, self-efficacy, perceived value of science, self-regulation strategies, epistemological beliefs, technology- and environment-related attitudes, career aspirations) and their research backgrounds. However, for international largescale assessment (ILSA) studies such as the Programme for International Student Assessment (PISA), there are limitations; and selection criteria arise from study characteristic features. These criteria and limitations are discussed, and this chapter describes how ILSAs have covered the topic of science-related attitudes. On the basis of the above considerations, the selected constructs for the PISA 2015 field trial are presented.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies - PISA 2015
Datenzugang DOI: 10.7477/150:168:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 11 - Dispositions for Collaborative Problem Solving

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Dispositions for Collaborative Problem Solving": Student dispositions toward the emerging domain called “collaborative problem solving” (CPS) recently have been assessed by the Programme for International Student Assessment (PISA) in the field trial and in the main study. Here, “dispositions” refers to the attitudes to and experiences of collaboration seen emerging in the international PISA survey data in 15-year-olds. For the field trial’s noncognitive measures, nine CPSrelated constructs were developed for the student and teacher questionnaires. Information was collected on the types of collaborative activities and the support that was available, in and out of the classroom, as well as on student experiences of and attitudes to collaboration. We provide a description of the constructs and demonstrate how their development was related to present and past PISA cognitive measures in problem solving and collaborative problem solving.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler; Lehrkräfte
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Dispositions for Collaborative Problem Solving - PISA 2015
Datenzugang DOI: 10.7477/150:167:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 10 - General Noncognitive Outcomes

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "General Noncognitive Outcomes": The core goals for education systems in the twenty-first century have shifted from teaching clearly defined knowledge and skills to promoting lifelong learners who are eager, as well as able, to face the demands and challenges of a truly global society. As a reflection of the emerging policy interest in a more comprehensive definition of adolescent and young adult success, national and international large-scale assessments (LSAs) have started broadening their focus to include noncognitive outcomes in addition to achievement results. In this chapter we describe the opportunities and challenges associated with noncognitive outcome assessments, with a special focus on the implementation in the Programme for International Student Assessment (PISA) 2015. We provide research-based rationales why LSAs should focus on noncognitive outcomes, which specific outcomes deserve most attention, and how measurement approaches can be enhanced for more validity and efficiency. Two main categories of noncognitive outcomes are described in more detail: first, constructs that can be tied back to the Big Five model of human personality; second, variables representing well-being or general quality of life indicators, comprising factors such as health, subjective well-being, and psychological functioning. Examining the interplay between cognitive and noncognitive factors is essential to better understand what policies can promote learning and prepare students to face twenty-first century challenges. National and international LSAs can shed light on the factors that are most strongly associated, either positively or negatively, with student development. The success of LSAs as helpful tools and monitoring systems for policy makers and educators will depend to a growing extent on how well they can serve the policy and public demand for enhanced measurement of noncognitive outcomes.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: General Noncognitive Outcomes - PISA 2015
Datenzugang DOI: 10.7477/150:166:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 08 - Parental Support and Involvement in School

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Parental Support and Involvment in School": In recent years, the involvement of parents in educational processes has gained importance in the educational debate, and has also become increasingly relevant in educational policy. Parents are powerful stakeholders in education; thus, information on parents’ opinions and engagement is highly valuable in largescale assessments like the Programme for International Student Assessment (PISA). PISA can deliver information about educational processes at home, as well as parents’ needs, demands, and expectations of their interaction with schools, by addressing the parents directly. This also allows for analyzing relationships between variables from the parent questionnaire and students’ achievements and motivations, affording insights into differences between groups (such as high- and low-performing students), and questions of equity. Furthermore, on the basis of PISA data, information about policies at the system level can be gained: that is, how parental engagement is supported through school policies or national intervention programs. Additionally, more detailed information about home learning environments can be gained from parents’ answers. In PISA 2015, a theory-based approach was chosen to systemize and to enhance aspects of parental involvement in children’s education. Following a theoretical model of the parental involvement process (Green et al. 2007), questions on parents’ home- (e.g. helping with homework) and school-based (e.g. helping in the school library, talking to the teacher) involvement strategies, as well as factors influencing parental involvement (e.g. parents’ beliefs and motivations, perceptions of invitations from school) were included. To gain a multi-perspective view on parental involvement, targeted items were added to the parent, school, student and teacher questionnaires.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler; Lehrkräfte; Schulleitung; Eltern
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Parental Support and Involvement in School - PISA 2015
Datenzugang DOI: 10.7477/150:165:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 07 - Early Childhood Learning Experiences

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Early Childhood Learning Experiences": Early childhood education and care (ECEC) services are receiving increased attention in many countries, and research has provided evidence that ECEC experiences influence children’s later development in school. It seems valuable therefore to collect information on ECEC experiences also in international school achievement studies. In this chapter a broad outline of the theoretical grounding for such an assessment framework as well as the reasoning for the choice of ECEC indicators in the Programme for International Student Assessment (PISA) 2015 field trial is provided. Definitions of key concepts in ECEC are introduced: quantitative indicators of ECEC experience, curriculum, pedagogy, pedagogical approaches and concepts of quality. The practical relevance of these concepts and their relations to other aspects of school effectiveness and educational policy research and practice are highlighted. Finally, those constructs are described that seem to be the most relevant for international school achievement studies. At the same time, mainly due to the retrospective nature, there are strong limitations to the assessing of ECEC experiences in the context of school achievement studies. These limitations are discussed to help the reader understand the measurement framework.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler; Eltern
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Early Childhood Learning Experiences - PISA 2015
Datenzugang DOI: 10.7477/150:164:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 06 - Ethnicity and Migration

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Ethnicity and Migration": This chapter calls for a shift in the focus of international large-scale assessments (ILSAs) from the pure detection of immigrants’ educational disadvantages towards a more comprehensive analysis of how and how well school systems address student diversity, considering not only the ethnicity of students but also its intersections with other dimensions of disadvantage. To this end, systemlevel assessment of public policies as well as of different forms of individual, institutional, and structural discrimination are proposed, as well as schoollevel assessment of multicultural school cultures and multicultural school climates. After summarizing the theoretical background for these themes, some thoughts on possible indicators implementable in ILSAs are developed, before specific measures, that were developed for and tested in the Programme for International Student Assessment (PISA) 2015 field trial, are described. It is concluded that the further development and implementation of these and other measures for purposes of policy monitoring will not only help the development of a more comprehensive understanding of ethnic inequalities in the education sector, but will also increase our understanding of how these inequalities are produced and perpetuated.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler; Lehrkräfte; Schulleitung; Eltern
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Ethnicity and Migration - PISA 2015
Datenzugang DOI: 10.7477/150:163:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 05 - Social Background

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Social Background": Assessing and measuring students’ social background characteristics and relating their background data to achievement is pervasive in international large-scale assessments (ILSAs). Our review focuses on two strains of research: the use of socio-economic status (SES) on the one hand, and the use of cultural and social capital on the other. With regard to SES, we provide a brief overview of theoretical concepts, contrasting unidimensional and multidimensional views. We discuss the variety of measures of SES that researchers use in their studies, highlighting the lack of consensus on their conceptual meaning and measurement. We then outline how key indicators of SES (e.g., parental occupation, parental education, parental income) are assessed in ILSAs. This is followed by a section on the quality of students’ reports of parent’s SES characteristics. With regard to cultural and social capital we discuss the mechanisms that underlie the relationship between social background and students’ achievement. In addition, we give a brief overview of research applying the theory of cultural and social capital in the context of ILSAs. Finally, practical implications for the assessment of social background characteristics in ILSA are discussed, and recommendations are offered. Some of these background characteristics were tested in the PISA 2015 field trial.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Untersuchungsgebiet (geogr.)Albania; Algeria; Argentina; Australia; Austria; Belgium; Brazil; Bulgaria; Canada; Chile; People's Republic of China; Chinese Taipei; Colombia; Costa Rica; Croatia; Czech Republic; Denmark; Dominican Republic; Estonia; Finland; Former Yugoslav Republic of Macedonia; France; Georgia; Germany; Greece; Hong Kong- China; Hungary; Iceland; Indonesia; Ireland; Israel; Italy; Japan; Jordan; Kazakhstan; Korea; Kosovo; Latvia; Lebanon; Lithuania; Luxembourg; Macao-China; Malaysia; Malta; Mexico; Moldova; Montenegro; Netherlands; New Zealand; Norway; Peru; Poland; Portugal; Qatar; Romania; Russian Federation; Singapore; Slovak Republic; Slovenia; Spain; Sweden; Switzerland; Thailand; Trinidad and Tobago; Tunisia; Turkey; United Arab Emirates; United Kingdom; United States of America; Uruguay; Vietnam
UntersuchungseinheitSchüler; Schulleitung

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial: Social Background - PISA 2015
Datenzugang DOI: 10.7477/150:162:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Teilstudie Chapter 19 - Assessment and Evaluation in Educational Contexts

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Assessment and Evaluation in Educational Contexts": For at least the past three decades, assessment, evaluation, and accountability have been major strands of educational policy and practice internationally. However, the available data on how exactly assessment- and evaluation-based policies are framed and implemented, or how they shape practices within schools, are still limited. This chapter addresses these issues with a broad focus that takes into account several perspectives on school evaluation and student assessment, together with everyday practices of teacher judgment and grading. First, we address assessment and evaluation practices for the purpose of educational system monitoring. Second, school evaluation practices, as well as the use of assessment and evaluation results at the school level, are discussed. A third perspective focuses on practices of teacher evaluation. Finally, practices of student assessment within schools and classrooms are examined. The instruments described and recommended in this chapter have implications for international research, as well as national studies.

StudienleitungKlieme, Eckhard; Kuger, Susanne; Jude, Nina
Laufzeit der Studie2011 - 2016
UntersuchungsdesignQuerschnitt
Erhebungsmethode(n)Eigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
UntersuchungseinheitSchüler; Lehrkräfte; Schulleitung
FörderungOECD

Forschungsdaten und -instrumente

Fragebogenerhebung: Field Trial - Assessment and Evaluation in Educational Contexts - PISA 2015
Datenzugang DOI: 10.7477/150:174:1
ZugänglichkeitDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.
ErhebungsverfahrenEigenständig auszufüllender Fragebogen: Papier
Eigenständig auszufüllender Fragebogen: CASI (Computerunterstützte Selbstbefragung)
Veröffentlichungsdatum06.12.2016

Publikationen

Projektbezogene Publikationen (Auswahl)Kuger, Susanne (Hrsg.); Klieme, Eckhard (Hrsg.); Jude, Nina (Hrsg.); Kaplan, David (Hrsg.): Assessing contexts of learning. An international perspective. - Cham, Switzerland: Springer (2016), xii, 490 S., URL: https://doi.org/10.1007/978-3-319-45357-6 - Methodology of Educational Measurement and Assessment - ISBN: 978-3-319-45356-9; 978-3-319-45357-6
Dokumentation der Erhebungs- und AuswertungsinstrumenteKuger, Susanne / Jude, Nina / Klieme, Eckhard: Documentation of Scales (online): PISA 2015 Field Trial – Core 6, Context , In: Datenbank zur Qualität von Schule (DaQS) , Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung (DIPF) 2016 DOI:10.7477/150:0:1

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