The Contextual
Questionnaires
for the
PISA for Development
Study
Data collection
PISA CONTEXT
QUESTIONNAIRES
ASSESS:
i)
General variables: all cycles.
ii)
Domain-specific trend variables: major
domain only, every 9 years.
iii)
Thematic extension variables: extensions
within individual cycles.
iv) System-level data: from INES or systemlevel questionnaire.
PISA 2003 contextual questionnaires
Pisa Framework
Constructs
Antecedents:
Student background and school context.
Student demographics and family SES
Educational career and expectations
Socioeconomic context of the school
School input:
Controlled at the system/ school level, depending on
governance structure
School governance and organization
Public/private
Enrollment,
Staffing, resources, infrastructure
Relationships: teacher-student, principalGeneral processes:
teachers; teacher-teachers.
Controlled at school level, sometimes at system level Assessment and admission policies
Decision making and autonomy
Instructional time, class size, learning
Topic specific processes: Controlled at instruction or
climate, teachers support, ability group
school level
and activities.
General non-cognitive outcomes
Attitudes towards school, truancy,
Sense of belonging to school,
Grade repetition, drop out
Topic specific non- cognitive outcomes
Interest in and enjoyment of mathematics,
instrumental motivation
Self-efficacy, self-concept, math anxiety,
strategies and learning approaches
Elaboration from PISA 2003 contextual
questionnaires
Student
questionnaire
Antecedents:
Student background and school context
School input:
Controlled at the system/school level, depending
on governance structure
General processes:
Controlled at school/system level
Mathematics processes: Controlled at instruction
or school level.
General non-cognitive outcomes
Mathematics non- cognitive outcomes
School
questionnaire
Questions
What can we learn from other
studies?
To enhance PISA
questionnaires, how can we best
collect these variables?
How other studies collect data
Focus
Type of
questionnaire
T ar geted infor mation
Family and socio-cultural context
Student
Student
Classroom dynami cs and interactions
Satisfaction with school, classmates, and
teachers.
Teacher socio-demographic characteristics
Professional development
Teacher
Working conditions, daily working experiences
Satisfaction with school and colleagues
Pedagogical practices
Teachers
Pedagogical
Time management, availability of educational
programs
Expectation for student performances
Activities, curriculum implementation
Assessment strategies
Socio-demographic characteristics of school principals
School
principal
School
pr incipals
Principal’s training and professional experience
Management approach
Satisfaction with school and its members
Sheet for
structural
inventory
School location
Records of equipment
Inventory of infrastructural features and resources.
Socio-demographic characteristics of the family
Availability of services and material resources in the
household
Household
Parent
Parental participation and support in the educational
process
Parental satisfaction with the school.
Elaboration from SERCE