Titlebook: Assessing Contexts of Learning; An International Per Susanne Kuger,Eckhard Klieme,David Kaplan Book 2016 The Editor(s) (if applicable) and

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Early Childhood Learning Experiencesghted. Finally, those constructs are described that seem to be the most relevant for international school achievement studies. At the same time, mainly due to the retrospective nature, there are strong limitations to the assessing of ECEC experiences in the context of school achievement studies. The

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Bias Assessment and Prevention in Noncognitive Outcome Measures in Context Assessments equivalence (construct, metric, and scalar invariance), using examples from educational surveys. We then illustrate the strategies used in the PISA project to deal with different types of bias. Specifically, qualitative, non-statistical strategies such as instrument development (adaptation), standa

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General Noncognitive Outcomes measurement approaches can be enhanced for more validity and efficiency. Two main categories of noncognitive outcomes are described in more detail: first, constructs that can be tied back to the Big Five model of human personality; second, variables representing well-being or general quality of lif

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A Dynamic Perspective on School Learning Environment and Its Impact on Student Learning Outcomestus of schools. Finally, implications for the reporting and analysing of PISA 2015 study data are drawn; it is claimed that data emerging from PISA 2015 may help policy makers identify ways to provide support to school staff in order to improve their learning environment, especially in science, and

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https://doi.org/10.1007/978-3-662-33996-1 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 fin

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Fluchtmigration und Arbeitsmarktintegration,ational contexts between countries. Context assessment has always been an important part of the PISA program, but with slightly different intentions and content focus in each study and cycle. The shifting of the major domains and the shifts of interest in measures of learning contexts have heavily i

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Die Flüchtling – der Flüchtling als Fraul we discuss the mechanisms that underlie the relationship between social background and students’ achievement. In addition, we give a brief overview of research applying the theory of cultural and social capital in the context of ILSAs. Finally, practical implications for the assessment of social b

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