Once again, the Institute is responsible for developing the questionnaires that will be internationally implemented to evaluate young people’s learning conditions.
The OECD’s international assessment of student achievement, PISA, not only targets 15-year old students’ achievement in the three competence domains of mathematics, reading and science. PISA also assesses the learning conditions faced by the students – i.e. the so-called context factors of education. Those include the students‘ background, school climate and instructional settings as well as attitudes and interests of the young people. Such types of information allow for a more differentiated perspective on competence development in 15-year old students. For PISA 2018, the German Institute for International Educational Research (DIPF) has once more been commissioned with the development of questionnaires tapping context factors of education in all participating states for PISA.
To this end, DIPF is collaborating with international experts and institutions:
The project is coordinated by the “Educational Testing Service” (ETS) in Princeton, USA.
ETS holds responsible for managing and running the assessment, which includes the development of an electronic platform for delivery of the assessment instruments.
The theoretical framework concept for PISA 2018 was developed by Pearson. The framework concept specifies content areas that need to be covered by the questionnaires. It links up to politically relevant context areas that were already identified for PISA 2015. PISA 2018 will also focus on new areas, i.e. conditioning factors for reading competence and requirements for living and learning in international settings.
Based on the framework outlined above, DIPF has since August 2015 been engaged in developing questionnaires for students, teachers, principals and parents. These have since been discussed with the international expert groups, the OECD and participating states.
The director of the aspe Centre, Prof. Dominique Lafontaine, is associated researcher to DIPF. Her project team has developed the parts of the questionnaire that specifically focus on conditions of developments in reading competence.
Statistics Canada supports DIPF in the implementation of questionnaires into the electronic platform.
Currently, the developmental work is being completed. In a next step, questionnaires will be translated into the participating states’ languages. In 2017, instruments are expected to be tested and improved, and in 2018 the main study will be conducted. Results will be published in 2019.
To find out more about the activities of DIPF in the context of PISA as well as the study as such, please visit the comprehensive online service offered.
1/2015 - 12/2019
|Department:||Educational Quality and Evaluation|