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Dimensions of Context Assessment

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Assessing Contexts of Learning

Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

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 world-wide, 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.

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Notes

  1. 1.

    This and the following three sections were based on the OECD draft framework for context assessments for PISA 2015 (2013: http://www.oecd.org/pisa/pisaproducts/PISA-2015-draft-questionnaire-framework.pdf), which was authored by the authors of this chapter.

  2. 2.

    For early exceptions to international longitudinal studies run on limited sets of countries and with heavy methodological challenges, see Burstein (1993), Olmert and Weikart (1995); for current preparations for a longitudinal ILSA see OECD (2015).

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Authors and Affiliations

  1. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Frankfurt, Germany

    Susanne Kuger & Eckhard Klieme

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  1. Susanne Kuger
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  2. Eckhard Klieme
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Correspondence to Susanne Kuger .

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Editors and Affiliations

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

    Susanne Kuger

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

    Eckhard Klieme

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

    Nina Jude

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

    David Kaplan

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Kuger, S., Klieme, E. (2016). Dimensions of Context Assessment. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing Contexts of Learning. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-45357-6_1

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  • DOI: https://doi.org/10.1007/978-3-319-45357-6_1

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