An introduction to the PISA 2015 questionnaire field trial. Study design and analysis procedures.

Autor/inn/en	Kuger, Susanne; Jude, Nina; Klieme, Eckhard; Kaplan, David
Titel	An introduction to the PISA 2015 questionnaire field trial. Study design and analysis procedures.
Quelle	Aus: Kuger, Susanne (Hrsg.); Klieme, Eckhard (Hrsg.); Jude, Nina (Hrsg.); Kaplan, David (Hrsg.): Assessing contexts of learning. An international perspective. Cham, Switzerland: Springer (2016) S. 75-113 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Methodology of Educational Measurement and Assessment
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-45356-9; 978-3-319-45357-6
DOI	10.1007/978-3-319-45357-6_4
Schlagwörter	Feldforschung; Fragebogen; Methodologie; Kulturdifferenz; Entscheidung; Design; Eltern; Entscheidung; Experiment; Feldforschung; Lehrer; Schüler; Schule; Strategie; Zielgruppe; Datenanalyse; Fragebogen; Methodologie; Material; Auswahl; Eltern; Schule; Lehrer; Schüler; Experiment; Datenanalyse; Design; Auswahl; Material; Strategie; Zielgruppe; PISA (Programme for International Student Assessment)
Abstract	Theoretical considerations (see Chaps. 5 to 19 of this volume) 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/3