Getting It "Better": The Importance of Improving Background Questionnaires in International Large-Scale Assessment

Autor/inn/en	Rutkowski, Leslie; Rutkowski, David
Titel	Getting It "Better": The Importance of Improving Background Questionnaires in International Large-Scale Assessment
Quelle	In: Journal of Curriculum Studies, 42 (2010) 3, S.411-430 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Measures (Individuals); Data Collection; Questionnaires; Academic Achievement; Context Effect; Reliability; Student Evaluation; Mathematics Achievement; Science Achievement; Reading Achievement; Foreign Countries; Achievement Tests; Comparative Analysis; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Messdaten; Data capture; Datensammlung; Fragebogen; Schulleistung; Reliabilität; Schulnote; Studentische Bewertung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	In addition to collecting achievement data, international large-scale assessment programmes gather auxiliary information from students and schools regarding the context of teaching and learning. In an effort to clarify some of the opacity surrounding international large-scale assessment programmes and the potential problems associated with less than optimal background questionnaires, this paper outlines how auxiliary student background data influence the black box of achievement score construction. This discussion is supplemented with a number of empirical examples that point to possible threats to accurate achievement estimation, including missing data treatment, poor scale reliability, and questionnaire respondents' misunderstanding or inaccurate answers to the questions. (Contains 4 tables, 2 figures and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10