Transcript Options for PfD Willms Tramonte

The Contextual
Questionnaires
for the
PISA for Development
Study
Options
Parent Questionnaire
Do we want a common parent questionnaire for PfD?
Yes or No?
If yes, should it be mandatory?
Yes or No?
Consider: implementation challenges and costs
need for parent data to assess family literacy, employment,
material possessions.
Teacher Questionnaire
Do we want a common teacher questionnaire for PfD?
Yes or No?
If yes, should it be mandatory?
Yes or No?
Consider: implementation challenges and costs
need for teacher data to assess administrative leadership
If we include a TQ can we drop the SQ?
System Level Data
Do we want a common core of items we ask countries to
collect as part of their system-level information for PfD?
Yes or No?
If yes, should it be mandatory?
Yes or No?
Consider: implementation challenges vis-à-vis the data
countries currently collect
costs
Link measures to country-level data collection
Do we want to attempt to link the PfD questionnaires to
questionnaires used by participating countries?
Yes or No?
Consider:
Costs
Quality of questions
Quality of Instruction
Should we attempt to develop some additional measures that attempt
to measure so-called “high-yield instructional strategies?
Yes or No?
Consider:
Difficult to achieve a consensus on what constitutes high yield
strategies
PISA measures the skills developed since birth, not simply those that
have been affected by students’ current teachers
Teacher quality is subject-specific
There is a strong literature on high-yield strategies (e.g., Hattie’s book,
Visible Learning).
Language of Instruction
Should we attempt to develop some additional measures
that capture language of instruction from primary to age
15?
Yes or No?
Consider:
Difficult to collect retrospective data
Socioeconomic Status
Should we attempt to develop a set of “poverty” or “educationrelated poverty” measures?
Options;
A. Strive to adapt ESCS with additional items at the lower end
B. Do A for “material possessions” but in addition develop
separate measures of parental literacy, employment status,
and a set of proxies of possessions for material
possessions associated with poverty.
C. Do A and B with attention to the data being collected by
countries through their national household surveys.
D. Develop a set of core items, but plan on developing
separate within-country measures of SES
Consider:
How far we can take B and C prior to data collection (e.g.,
analyses of SERCE or Prova Brazil data)
Issues of DIF, within and between countries
School Infrastructure
Should we attempt to develop a set of school infrastructure
measures for the PfD school questionnaire?
Options;
A. Rely on current PISA measures and system level data
B. Do a small set of questions that measure school
infrastructure, learning places (e.g., labs, libraries), and
pedagogical resources.
Consider:
The two-step problem – the availability of resources and the
actual use of resources by teachers and students.