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Autor*innen: He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine
Titel: Cross-cultural comparability of noncognitive constructs in TIMSS and PISA
In: Assessment in Education, 26 (2019) 4, S. 369-385
DOI: 10.1080/0969594X.2018.1469467
URL: https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1469467
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: PISA <Programme for International Student Assessment>; TIMSS <Third International Mathematics and Science Study>; Schülerleistung; Leistungsmessung; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Freude; Motivation; Schule; Identifikation <Psy>; Sekundarstufe I; Schüler; Messverfahren; Vergleich; Item-Response-Theory; Faktorenanalyse; OECD-Länder
Abstract: Noncognitive assessments in Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study share certain similarities and provide complementary information, yet their comparability is seldom checked and convergence not sought. We made use of student self-report data of Instrumental Motivation, Enjoyment of Science and Sense of Belonging to School targeted in both surveys in 29 overlapping countries to (1) demonstrate levels of measurement comparability, (2) check convergence of different scaling methods within survey and (3) check convergence of these constructs with student achievement across surveys. We found that the three scales in either survey (except Sense of Belonging to School in PISA) reached at least metric invariance. The scale scores from the multigroup confirmatory factor analysis and the item response theory analysis were highly correlated, pointing to robustness of scaling methods. The correlations between each construct and achievement was generally positive within each culture in each survey, and the correlational pattern was similar across surveys (except for Sense of Belonging), indicating certain convergence in the cross-survey validation. We stress the importance of checking measurement invariance before making comparative inferences, and we discuss implications on the quality and relevance of these constructs in understating learning. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation