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Übersicht zur Erhebung: Chapter 04 - PISA 2015 Field Trial

Erhebung: Chapter 04 - PISA 2015 Field Trial
Übergeordnete Studie: Programme for International Student Assessment (PISA) 2015 Field Trial – Core 6, Context
Abstract: Theoretical considerations led to the development of a great amount of questionnaire material, which was localized to fit the contexts of more than 70 countries and economies, implemented in a study with about 120,000 students across these countries, and analyzed to yield indicators on how well questions functioned across and within countries. Such a study, and its results, depends on design and methodological considerations and on decisions made during preparation and implementation. This chapter summarizes decisions regarding the design and analysis procedures of the PISA 2015 field trial, and the resulting data that were used to develop the PISA 2015 main survey’s context assessment. Furthermore, this chapter provides strategies and reasoning related to the choice of questionnaire material that was deemed to be suitable to assess learning contexts in different countries equally well.
Studienleitung: Klieme, Eckhard / Kuger, Susanne / Jude, Nina
Koordination: German Institute for International Educational Research
Persistent identifier:
Website: http://www.oecd.org/pisa/
Beteiligte Institutionen:
Förderung: OECD
Erhebungsmethode: Fragebogen - papierbasiert
Erhebungszeitraum: 2014
Stichprobe: Student, Principal, Teacher General and Science, Teacher General, Parent, Teacher Science
Erhebungsraum: Albania, Algeria, Argentina, Australia, Austria, Belgium, Brazil, Bulgaria, Canada, Chile, People's Republic of China, Chinese Taipei, Colombia, Costa Rica, Croatia, Czech Republic, Denmark, Dominican Republic, Estonia, Finland, Former Yugoslav Republic of Macedonia, France, Georgia, Germany, Greece, Hong Kong- China, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan, Jordan, Kazakhstan, Korea, Kosovo, Latvia, Lebanon, Lithuania, Luxembourg, Macao-China, Malaysia, Malta, Mexico, Moldova, Montenegro, Netherlands, New Zealand, Norway, Peru, Poland, Portugal, Qatar, Romania, Russian Federation, Singapore, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Thailand, Trinidad and Tobago, Tunisia, Turkey, United Arab Emirates, United Kingdom, United States of America, Uruguay, Vietnam
Erhebungsschwerpunkte der Studie auf einen Blick: tagcloud
Skalen nach Konstrukt: Individual and institutional background
  1. Teacher in additional science instruction (Student)
  2. Teacher in additional mathematics instruction (Student)
  3. Teacher in additional [test language] instruction (Student)
  4. Science subject covered by additional instruction (Student)
  5. School science course (Student)
  6. Value of science education in school community (Principal)
  7. Refunding of additional science instruction (Student)
  8. Refunding of additional mathematics instruction (Student)
  9. Refunding of additional [test language] instruction (Student)
  10. Number of hours in additional instruction (Student)
  11. Type of additional science instruction (Student)
  12. Location of additional science instruction (Student)
  13. Content of additional mathematics instruction (Student)
  14. Type of additional mathematics instruction (Student)
  15. Location of additional mathematics instruction (Student)
  16. Type of additional [test language] instruction (Student)
  17. Location of additional [test language] instruction (Student)
  18. Instructional days per week (Principal)
  19. Instructional days per year (Principal)
  20. School policies on additional instruction (Principal)
  21. Handling of additional instruction in the school/school district (Principal)
  22. Additional learning time availability (Principal)
  23. Additional learning time, purpose (Principal)
  24. Additional learning time (science courses taken) – Prompt 1 (Student)
  25. Freedom in curriculum choice (Student)
  26. Additional instruction (Student)
  27. Amount of study time (Student)
  28. Amount of loss in additional instruction on individual level (Student)
  29. Loss additional instruction on individual level – truancy (Student)
  30. Science curriculum (Teacher Science)
  31. Content: Components described in the science curriculum (Teacher Science)
  32. Content: Approaches and processes (Teacher Science)
  33. Format of curriculum availability to teachers (Teacher Science)
  34. Curriculum availability for parents (Teacher Science)
  35. Format of curriculum availability to students (Teacher Science)
  36. Curriculum (Principal)
  37. Average size of classes (Principal)
Processes at the school level Processes of teaching and learning Learning outcomes
Skalenhandbuch:
  • Kuger, Susanne / Jude, Nina / Klieme, Eckhard: Documentation of Scales (online): PISA 2015 Field Trial – Core 6, Context , In: Datenbank zur Qualität von Schule (DaQS) , Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung (DIPF) 2016 DOI:10.7477/150:0:1
Studienbezogene Publikationen:
  • Kuger, Susanne / Klieme, Eckhard / Jude, Nina / Kaplan, David: Assessing Contexts of Learning. An International Perspective , Dordrecht: Springer 2016 , ISBN: 978-3-319-45356-9
Zusätzliche Materialien:
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