Interviewers, Test-Taking Conditions and the Quality of the PIAAC Assessment. OECD Education Working Papers, No. 191

Autor/in	Keslair, François
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Interviewers, Test-Taking Conditions and the Quality of the PIAAC Assessment. OECD Education Working Papers, No. 191
Quelle	(2018), (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
DOI	10.1787/5babb087-en
Schlagwörter	Interviews; Testing; Educational Quality; Foreign Countries; International Assessment; Adults; Competence; Educational Environment; Environmental Influences; Response Style (Tests); Attention; Learner Engagement; France; Russia; Japan; Finland; South Korea; Germany; United Kingdom (Northern Ireland); Norway; Austria; Italy; Slovakia; Denmark; Lithuania; Spain; United Kingdom (England); Slovenia; Poland; Netherlands; Estonia; Singapore; Israel; Czech Republic; Canada; Belgium; United States; New Zealand; Greece; Cyprus; Chile + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Testdurchführung; Testen; Quality of education; Bildungsqualität; Ausland; Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Antwortverhalten; Aufmerksamkeit; Frankreich; Russland; Finnland; Korea; Republik; Deutschland; Norwegen; Österreich; Italien; Slowakei; Dänemark; Litauen; Spanien; Slowenien; Polen; Niederlande; Estland; Singapur; Tschechische Republik; Kanada; Belgien; USA; Neuseeland; Griechenland; Zypern
Abstract	This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01