Page 194 - Šolsko polje, XXVIII, 2017, no. 5-6: Znanje, motivacija in pogoji učenja v luči mednarodnih primerjav TIMSS in PISA, ur. Barbara Japelj Pavešić in Klaudija Šterman Ivančič
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šolsko polje, letnik xxviii, številka 5–6
Wellbeing questionnaire. A smaller response rate is seen to be a conse-
quence of a time gap of one year between the PISA and the additional
Wellbeing 2016 study. By using the same identification number in both
studies, the data on wellbeing was linked to the PISA 2015 data. Basic
comparisons of the achievements of the wellbeing subsample of students
with the full PISA 2015 sample of students in Slovenia showed the sub-
sampled students achieved somewhat higher on the PISA test (520 vs. 505
scale points in reading, 520 vs. 510 scale points in mathematics and 527 vs.
513 scale points in science) together with somehow higher values of back-
ground variables such as the socio-economic and cultural status. An anal-
yses of other characteristics of the sample did not reveal any major differ-
ences between the PISA 2015 sample and the Wellbeing 2016 subsample.
We concluded that the Wellbeing sample represents somewhat better the
higher end of the literacy achievement distributions but misses a part of
the distribution with lower achievement in the literacy domains.
Instruments
PISA Literacy Tests
Proficiency in reading, mathematical and scientific literacies was meas-
ured in PISA 2015, based on the internationally agreed assessment frame-
works (OECD, 2016), with a 2-hour test in which items of the same do-
main were organized into four 30-min clusters that were rotated into
several different forms with each student taking one form of combina-
tions of clusters. Items ranged from easy to difficult in order to assess the
full range of proficiency in the student population. The test was adminis-
tered on computer. After one hour students were allowed a short break be-
fore continuing the test for the second hour.
Based on students’ responses on the test, their scores were construct-
ed into plausible values using Item Response Theory scaling as well as
multiple imputation methods (for details see PISA 2015 Technical Report
(OECD, 2017).
PISA Background Questionnaires
In addition to the literacy test, PISA students also completed a 30 to 40
minute background questionnaire, which includes questions on their
background, home and school environment, attitudes towards mathe-
matics, science and reading, as well as their learning strategies (OECD,
2017). These data are of vital importance for the analysis of literacies and
investigating the efficiency and equity in education systems.
In the paper, selected items from the PISA questionnaire were used
in order to cross-validate the findings from the Wellbeing questionnaire.
192
Wellbeing questionnaire. A smaller response rate is seen to be a conse-
quence of a time gap of one year between the PISA and the additional
Wellbeing 2016 study. By using the same identification number in both
studies, the data on wellbeing was linked to the PISA 2015 data. Basic
comparisons of the achievements of the wellbeing subsample of students
with the full PISA 2015 sample of students in Slovenia showed the sub-
sampled students achieved somewhat higher on the PISA test (520 vs. 505
scale points in reading, 520 vs. 510 scale points in mathematics and 527 vs.
513 scale points in science) together with somehow higher values of back-
ground variables such as the socio-economic and cultural status. An anal-
yses of other characteristics of the sample did not reveal any major differ-
ences between the PISA 2015 sample and the Wellbeing 2016 subsample.
We concluded that the Wellbeing sample represents somewhat better the
higher end of the literacy achievement distributions but misses a part of
the distribution with lower achievement in the literacy domains.
Instruments
PISA Literacy Tests
Proficiency in reading, mathematical and scientific literacies was meas-
ured in PISA 2015, based on the internationally agreed assessment frame-
works (OECD, 2016), with a 2-hour test in which items of the same do-
main were organized into four 30-min clusters that were rotated into
several different forms with each student taking one form of combina-
tions of clusters. Items ranged from easy to difficult in order to assess the
full range of proficiency in the student population. The test was adminis-
tered on computer. After one hour students were allowed a short break be-
fore continuing the test for the second hour.
Based on students’ responses on the test, their scores were construct-
ed into plausible values using Item Response Theory scaling as well as
multiple imputation methods (for details see PISA 2015 Technical Report
(OECD, 2017).
PISA Background Questionnaires
In addition to the literacy test, PISA students also completed a 30 to 40
minute background questionnaire, which includes questions on their
background, home and school environment, attitudes towards mathe-
matics, science and reading, as well as their learning strategies (OECD,
2017). These data are of vital importance for the analysis of literacies and
investigating the efficiency and equity in education systems.
In the paper, selected items from the PISA questionnaire were used
in order to cross-validate the findings from the Wellbeing questionnaire.
192
