Assessing Contexts of Learning

1. Front Matter

   Pages i-xii

   PDF

2. Introduction

   1. Front Matter

      Pages 1-1

      PDF

   2. Dimensions of Context Assessment

      • Susanne Kuger, Eckhard Klieme

      Pages 3-37

   3. The Assessment of Learning Contexts in PISA

      • Nina Jude

      Pages 39-51

   4. The Methodology of PISA: Past, Present, and Future

      • David Kaplan, Susanne Kuger

      Pages 53-73

   5. An Introduction to the PISA 2015 Questionnaire Field Trial: Study Design and Analysis Procedures

      • Susanne Kuger, Nina Jude, Eckhard Klieme, David Kaplan

      Pages 75-113

3. Student Background

   1. Front Matter

      Pages 115-115

      PDF

   2. Social Background

      • Rainer Watermann, Kai Maaz, Sonja Bayer, Nina Roczen

      Pages 117-145

   3. Ethnicity and Migration

      • Svenja Vieluf

      Pages 147-177

   4. Early Childhood Learning Experiences

      • Yvonne Anders, Hans-Günther Roßbach, Susanne Kuger

      Pages 179-208

   5. Parental Support and Involvement in School

      • Silke Hertel, Nina Jude

      Pages 209-225

4. Outcomes of Education Beyond Achievement

   1. Front Matter

      Pages 227-227

      PDF

   2. Bias Assessment and Prevention in Noncognitive Outcome Measures in Context Assessments

      • Fons J. R. van de Vijver, Jia He

      Pages 229-253

   3. General Noncognitive Outcomes

      • Jonas P. Bertling, Tamara Marksteiner, Patrick C. Kyllonen

      Pages 255-281

   4. Dispositions for Collaborative Problem Solving

      • Kathleen Scalise, Maida Mustafic, Samuel Greiff

      Pages 283-299

   5. Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies

      • Anja Schiepe-Tiska, Nina Roczen, Katharina Müller, Manfred Prenzel, Jonathan Osborne

      Pages 301-329

   6. ICT Engagement in Learning Environments

      • Frank Goldhammer, Gabriela Gniewosz, Johannes Zylka

      Pages 331-351

5. Learning in Schools

   1. Front Matter

      Pages 353-353

      PDF

   2. A Dynamic Perspective on School Learning Environment and Its Impact on Student Learning Outcomes

      • Leonidas Kyriakides, Bert P. M. Creemers

      Pages 355-373

   3. Building More Effective Education Systems

      • Gregory Elacqua

      Pages 375-394

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.

These frameworks were used to develop interesting and relevant indicators that may be used for meaningful reporting from international assessments, other cross-cultural research, or national studies. Using the example of one particular survey (the Programme for International Student Assessment (PISA 2015)), this volume links all theoretical considerations to fully developed questionnaire material that was field trailed and evaluated in questionnaires for students and their parents as well as teachers and principals in their schools.

The primary purposes of this book are to inform readers about how education effectiveness research and international large-scale assessments are already interacting to inform research and policymaking; to identify areas where a closer collaboration of both fields or input from other areas could further improve this work; to provide sound theoretical frameworks for future work in both fields; and finally to relate these theoretical debates to currently available and evaluated material for future context assessments. 

• Context assessment
• Large-scale educational assessment
• International comparison in education
• Cross-cultural research
• School quality and school achievement
• Background questionnaires in educational effectiveness
• Teaching and learning in the classroom
• Schools as learning environments
• Teacher and teaching quality
• Student background
• Early learning experiences
• Educational evaluation and governance
• Education policy and education research
• Education monitoring
• System evaluation in education
• Educational measurement

• Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF) , Schloßstraße 29 60486, Frankfurt, Germany

  Susanne Kuger

• Department for Educational Quality and Evaluation Schloßstraße 29 60486, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Germany

  Eckhard Klieme

• Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Germany

  Nina Jude

• Department of Educational Psychology, University of Wisconsin-Madison , 1025 West Johnson Street Madison, USA

  David Kaplan

Policies and ethics