A test to assess students' knowledge in Science and a context questionnaire (measuring participants' social, economic, and cultural background) were designed and validated.
In addition, information on teaching and learning with ICT was collected using questionnaires for students, teachers, school principals and ICT coordinators as well as a national context questionnaire (Jung and Carstens 2015).
Furthermore, information on teaching and learning with ICT was collected using questionnaires for students, teachers, school principals, and ICT coordinators as well as a national context questionnaire (Jung and Carstens 2015).
Press, 1983; Psychol Rev 82 (1975) 407; J Advertising 19 (1990) 3], the effects of context questionnaire items on answers to, and estimated relationships among, target questionnaire items are examined.
More specifically, we direct our analyses toward an examination of how the means and distributions of the latent proficiency variables are affected when two forms of the PISA student context questionnaire (StQ) are used.
Another conclusion that can be drawn from our results is that additional information obtained from the context questionnaire adds very little to the estimation of the latent variable, and consequently has a negligible influence on the plausible values.
In order to examine the impact of this methodology on the continuity of the results, PISA 2006 data for nine heterogeneous countries were rescaled after having been restructured to simulate the outcomes of the use of different rotated context questionnaire designs.
To illustrate this difference, we provide an overview of the PISA analysis approach and then follow it with an explanation of the difference between using data from the test booklets and using data from the respondent context questionnaire in the multilevel scaling model used in PISA.
Both the Teacher as Social Context Questionnaire and the Situational Motivation Scale have received empirical support for reliability and validity [ 41, 46, 47].
At the 20-min mark of the baseline and post-intervention lessons, each student completed the four items from the Teacher as Social Context Questionnaire described previously.
At baseline (day 1) and follow up (day 5), players were asked to complete a questionnaire assessing their perceptions of their coach's autonomy-supportive behaviour by completing 4 items from the Teacher as Social Context Questionnaire [ 41, 42].
