Dimensions of context assessment.

Autor/inn/en	Kuger, Susanne; Klieme, Eckhard
Titel	Dimensions of context assessment.
Quelle	Aus: Kuger, Susanne (Hrsg.); Klieme, Eckhard (Hrsg.); Jude, Nina (Hrsg.); Kaplan, David (Hrsg.): Assessing contexts of learning. An international perspective. Cham, Switzerland: Springer (2016) S. 3-37 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Methodology of Educational Measurement and Assessment
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-45356-9; 978-3-319-45357-6
DOI	10.1007/978-3-319-45357-6_1
Schlagwörter	Bildungserfolg; Bildungsforschung; Methode; Sekundäranalyse; TIMSS (Third International Mathematics and Science Study); Beziehung; Kognition; Stichprobe; Soziale Herkunft; Bildungspolitik; Kognition; Methode; Schüler; Schulpolitik; Steuerung; Stichprobe; Bildungspolitik; Schulpolitik; Zielgruppe; Internationaler Vergleich; Soziale Herkunft; Analyse; Bildungsforschung; Daten; Beziehung; Leistungsmessung; Taxonomie; Heterogenität; Sekundäranalyse; Schüler; Schülerleistung; Lehr-Lern-Prozess; Lernbedingungen; Taxonomie; Steuerung; Internationaler Vergleich; Analyse; Daten; Einflussfaktor; Heterogenität; Leistungsmessung; Studie; Zielgruppe; Studie; IGLU (Internationale Grundschul-Lese-Untersuchung); PISA (Programme for International Student Assessment)
Abstract	This chapter provides an overarching framework to context assessment in international large-scale assessments (ILSAs), and applies it to discuss relationships between context and cognitive assessment. One of the most critical differences between these two types of assessment is the variety of topics, perspectives, and levels in the education systems that need to be taken into account. This chapter first points out similarities in context assessments across ILSA programs, thus defining a set of common content in context assessment. Although there are important conceptual similarities in context assessments across ILSAs, there are good reasons why this lowest common denominator should be enriched according to the respective study goals and designs of the different programs. This chapter discusses some possible directions and further, provides suggestions as to how the scope of ILSAs may be increased to provide better information about education research and policy in the future. Although this framework model is applicable to learning contexts worldwide, context assessments in ILSAs need to take into account the many similarities and differences of education systems world-wide. A final aim of this chapter therefore is to discuss some critical issues that arise from an international perspective in ILSAs. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/3