| INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9783319453569 |
| DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Call number |
378 AS SE |
| TITLE STATEMENT |
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| Title |
Assessing contexts of learning : |
| Subtitle |
an international perspective / |
| Statement of responsibility, etc |
Edited by Susanne Kuger, Eckhard Klieme, Nina Jude ...[et al.] |
| PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication |
Cham : |
| Publisher |
Springer International Publishing, |
| Date |
2017. |
| PHYSICAL DESCRIPTION |
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| Extent |
xii, 490 p. : |
| Other Details |
ill. ; |
| Size |
23 cm. |
| SERIES STATEMENT |
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| Series statement |
Methodology of educational measurement and assessment |
| CONTENTS |
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| Contents |
Foreword; The Present Volume; Preface; Contents; Part I: Introduction; Chapter 1: Dimensions of Context Assessment; 1.1 Introduction; 1.2 Learning in Contexts Worldwide; 1.2.1 Taxonomies of Topics and Constructs; 1.2.2 Common Content Areas; 1.2.2.1 Education Outcomes ; 1.2.2.2 Student Background; 1.2.2.3 Teaching and Learning Processes; 1.2.2.4 School Policies and Governance; 1.3 Expansion of the Common Content; 1.3.1 Rationale for Expansion; 1.3.2 Expanding Target Groups; 1.3.3 Expanding the Student Sample; 1.3.4 Expanding Available Data Sources; 1.4 Increasing the Analytical Power of ILSAs 1.4.1 Reusing Different ILSA Products1.4.2 Broadening the Variety of Analytical Approaches; 1.4.3 Combining Different ILSAs in Secondary Analyses; 1.5 Particulars of International Context Assessments; 1.5.1 Breadth and Variety of Topics and Assessment Formats; 1.5.2 Heterogeneity of Learning Contexts from a Global Perspective; 1.6 ILSAs for EER and EER for ILSAs; References; Chapter 2: The Assessment of Learning Contexts in PISA; 2.1 How the PISA Questionnaire and Framework Developments Are Organized; 2.2 How Context Assessment in PISA Has Changed Over Time; 2.2.1 PISA 2000; 2.2.2 PISA 2003 2.2.3 PISA 20062.2.4 PISA 2009; 2.2.5 PISA 2012; 2.3 The Current Status of Context Assessment in PISA 2015; 2.4 Conclusions; References; Chapter 3: The Methodology of PISA: Past, Present, and Future; 3.1 Introduction; 3.2 The PISA Target Population and Sampling Design; 3.2.1 Exclusions; 3.2.2 Survey Weighting; 3.3 Translation, Adaptation, and Verification of PISA Instruments; 3.4 Cognitive Assessment Design, Scaling, and Score Generation; 3.4.1 Expert Group and Framework; 3.4.2 Design and Scaling for PISA; 3.4.2.1 Assessment Preparation; 3.4.2.2 Trend Items 3.4.2.3 Organizational Design of Assessment Material3.4.2.4 Scaling; 3.5 Context Questionnaire Development, Scaling, and Validation; 3.5.1 Conceptual Framework for the Context Questionnaire; 3.5.2 Scaling of the Context Questionnaire Data; 3.5.3 Construct Validity; 3.6 Looking Forward: Methodological Developments in PISA; 3.6.1 Causal Inference Using PISA; 3.6.2 Bayesian Perspectives on Context Questionnaire Development and Analysis; 3.6.2.1 Subjective Bayes; 3.6.2.2 Objective Bayes; 3.6.2.3 Bayesian Approaches at the PISA Field Trial Stage 3.6.2.4 Bayesian Approaches to the Reporting of PISA ResultsReferences; Chapter 4: An Introduction to the PISA 2015 Questionnaire Field Trial: Study Design and Analysis Procedures; 4.1 Introduction; 4.2 Study Design of the PISA 2015 Field Trial; 4.2.1 PISA 2015 Field Trial in Computer-Based Assessing Countries; 4.2.1.1 Student Questionnaire; 4.2.1.2 Questionnaires for Schools, Teachers and Parents; 4.2.2 Field Trial Paper-Based Questionnaire Design; 4.3 Data Analyses of the PISA 2015 Questionnaire Field Trial; 4.3.1 Available Field Trial Data. |
| SUMMARY |
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| Summary |
This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book’s initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections – “Student Background”, “Outcomes of Education Beyond Achievement”, and “Learning in Schools” – each present a series of chapters that provide the conceptual background for a wide range of important topics in education research, policy, and practice. Each chapter defines a conceptual framework that relates recent findings in the educational effectiveness research literature to current issues in education policy and practice. |
| SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Heading |
Cognitive Assessment |
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| Topical Heading |
Data Analyses |
| SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Heading |
Organizational Design |
| ADDED ENTRY |
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| Name |
Kuger, Susanne, |
| Role |
Edited by |
| ADDED ENTRY |
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| Name |
Klieme, Eckhard, |
| Role |
Edited by |
| ADDED ENTRY |
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| Name |
Jude, Nina, |
| Role |
Edited by |
| ADDED ENTRY |
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| Name |
Kaplan, David, |
| Role |
Edited by |
| ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://uowd.box.com/s/padn0p2yaomaxxzm8xw7vltypyv1bf7j |
| Public note |
Location Map |
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