標(biāo)題: Titlebook: Assessing Contexts of Learning; An International Per Susanne Kuger,Eckhard Klieme,David Kaplan Book 2016 The Editor(s) (if applicable) and [打印本頁(yè)] 作者: invigorating 時(shí)間: 2025-3-21 17:26
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書目名稱Assessing Contexts of Learning讀者反饋
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作者: Gourmet 時(shí)間: 2025-3-21 20:17
978-3-319-83274-6The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: Inoperable 時(shí)間: 2025-3-22 03:37
Assessing Contexts of Learning978-3-319-45357-6Series ISSN 2367-170X Series E-ISSN 2367-1718 作者: Conquest 時(shí)間: 2025-3-22 05:35
Susanne Kuger,Eckhard Klieme,David KaplanProvides a comprehensive collection of thematic reviews across a wide range of education effectiveness research topics.Relates theoretical considerations in educational effectiveness research to inter作者: xanthelasma 時(shí)間: 2025-3-22 10:57
Methodology of Educational Measurement and Assessmenthttp://image.papertrans.cn/b/image/163237.jpg作者: 暫停,間歇 時(shí)間: 2025-3-22 13:09
https://doi.org/10.1007/978-3-662-33996-1ionships between context and cognitive assessment. One of the most critical differences between these two types of assessment is the variety of topics, perspectives, and levels in the education systems that need to be taken into account. This chapter first points out similarities in context assessme作者: 材料等 時(shí)間: 2025-3-22 17:42
Fluchtmigration und Arbeitsmarktintegration, to inform the educational policy of the Organization for Economic Co-operation and Development (OECD) member states by reporting on the performance of students at the age when they are about to leave compulsory education. Moreover, and especially, the assessment of learning contexts has become more作者: BRAVE 時(shí)間: 2025-3-22 22:17 作者: 合唱隊(duì) 時(shí)間: 2025-3-23 03:36
Flüchtlinge als Kinder – Kinderflüchtlingestionnaire material, which was localized to fit the contexts of more than 70 countries and economies, implemented in a study with about 120,000 students across these countries, and analyzed to yield indicators on how well questions functioned across and within countries. Such a study, and its result作者: 不遵守 時(shí)間: 2025-3-23 08:59 作者: 有說(shuō)服力 時(shí)間: 2025-3-23 12:32 作者: 滋養(yǎng) 時(shí)間: 2025-3-23 14:25
https://doi.org/10.1007/978-3-658-27347-7xperiences influence children’s later development in school. It seems valuable therefore to collect information on ECEC experiences also in international school achievement studies. In this chapter a broad outline of the theoretical grounding for such an assessment framework as well as the reasoning作者: 烤架 時(shí)間: 2025-3-23 19:39 作者: ALE 時(shí)間: 2025-3-23 23:30 作者: Mnemonics 時(shí)間: 2025-3-24 06:26
,Geschichte des Ausl?nder- und Asylrechts, learners who are eager, as well as able, to face the demands and challenges of a truly global society. As a reflection of the emerging policy interest in a more comprehensive definition of adolescent and young adult success, national and international large-scale assessments (LSAs) have started bro作者: voluble 時(shí)間: 2025-3-24 07:40
,Geschichte des Ausl?nder- und Asylrechts,amme for International Student Assessment (PISA) in the field trial and in the main study. Here, “dispositions” refers to the attitudes to and experiences of collaboration seen emerging in the international PISA survey data in 15-year-olds. For the field trial’s noncognitive measures, nine CPS-relat作者: 橢圓 時(shí)間: 2025-3-24 11:12 作者: OUTRE 時(shí)間: 2025-3-24 18:02 作者: Lucubrate 時(shí)間: 2025-3-24 21:28 作者: 粘連 時(shí)間: 2025-3-24 23:52 作者: Externalize 時(shí)間: 2025-3-25 05:02 作者: 預(yù)感 時(shí)間: 2025-3-25 11:27 作者: Gullible 時(shí)間: 2025-3-25 12:53 作者: Chauvinistic 時(shí)間: 2025-3-25 18:30
Social Backgroundrge-scale assessments (ILSAs). Our review focuses on two strains of research: the use of socio-economic status (SES) on the one hand, and the use of cultural and social capital on the other. With regard to SES, we provide a brief overview of theoretical concepts, contrasting unidimensional and multi作者: intellect 時(shí)間: 2025-3-25 23:31 作者: 粉筆 時(shí)間: 2025-3-26 03:13
Early Childhood Learning Experiencesxperiences influence children’s later development in school. It seems valuable therefore to collect information on ECEC experiences also in international school achievement studies. In this chapter a broad outline of the theoretical grounding for such an assessment framework as well as the reasoning作者: 女歌星 時(shí)間: 2025-3-26 08:05 作者: 材料等 時(shí)間: 2025-3-26 11:06 作者: 裝勇敢地做 時(shí)間: 2025-3-26 13:19
General Noncognitive Outcomes learners who are eager, as well as able, to face the demands and challenges of a truly global society. As a reflection of the emerging policy interest in a more comprehensive definition of adolescent and young adult success, national and international large-scale assessments (LSAs) have started bro作者: FAZE 時(shí)間: 2025-3-26 18:19 作者: neutrophils 時(shí)間: 2025-3-26 21:54
ICT Engagement in Learning Environmentsboth formal and informal learning environments. Thus, learning to use ICT and using ICT to learn have become major premises for successful participation in educational, professional, social, cultural, and civic life. To keep pace with the rapid development of ICT, people need to be able to update th作者: 癡呆 時(shí)間: 2025-3-27 04:57
A Dynamic Perspective on School Learning Environment and Its Impact on Student Learning Outcomesethods used to measure these dimensions of SLE are presented. Since the focus of the Programme for International Student Assessment (PISA) 2015 was on student achievement in science, the second part of this chapter refers to studies measuring the SLE in science and its impact on student learning out作者: Concomitant 時(shí)間: 2025-3-27 09:00 作者: Indolent 時(shí)間: 2025-3-27 12:33
Flüchtlinge als Kinder – Kinderflüchtlinges context assessment. Furthermore, this chapter provides strategies and reasoning related to the choice of questionnaire material that was deemed to be suitable to assess learning contexts in different countries equally well.作者: Choreography 時(shí)間: 2025-3-27 14:05 作者: 里程碑 時(shí)間: 2025-3-27 19:06
An Introduction to the PISA 2015 Questionnaire Field Trial: Study Design and Analysis Proceduress context assessment. Furthermore, this chapter provides strategies and reasoning related to the choice of questionnaire material that was deemed to be suitable to assess learning contexts in different countries equally well.作者: 反抗者 時(shí)間: 2025-3-27 23:27
ICT Engagement in Learning Environmentsl level it represents the use of ICT in various contexts, such as at home or at school. Most importantly, from a cognitive-motivational perspective it covers the factors that foster the self-determined and self-regulated use of ICT, such as interest in ICT, ICT self-concept, perceived autonomy in ICT use, and social relatedness in using ICT.作者: interference 時(shí)間: 2025-3-28 04:25 作者: stressors 時(shí)間: 2025-3-28 09:58 作者: Sleep-Paralysis 時(shí)間: 2025-3-28 13:07 作者: Assemble 時(shí)間: 2025-3-28 15:44 作者: 清楚說(shuō)話 時(shí)間: 2025-3-28 20:57 作者: VOC 時(shí)間: 2025-3-29 01:14
Book 2016ied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book’s initial chapters introduce and summarize recent discussions and developments in the conceptualization, impleme作者: 者變 時(shí)間: 2025-3-29 04:33
2367-170X onsiderations in educational effectiveness research to interThis volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments t作者: prosthesis 時(shí)間: 2025-3-29 09:53 作者: cardiopulmonary 時(shí)間: 2025-3-29 14:35 作者: 向下五度才偏 時(shí)間: 2025-3-29 16:51
Dimensions of Context Assessment 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作者: Dorsal 時(shí)間: 2025-3-29 19:56 作者: chlorosis 時(shí)間: 2025-3-30 01:12 作者: 證實(shí) 時(shí)間: 2025-3-30 04:56
Ethnicity and Migrationield trial, are described. It is concluded that the further development and implementation of these and other measures for purposes of policy monitoring will not only help the development of a more comprehensive understanding of ethnic inequalities in the education sector, but will also increase our作者: Physiatrist 時(shí)間: 2025-3-30 10:49
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作者: Formidable 時(shí)間: 2025-3-30 16:01 作者: 能量守恒 時(shí)間: 2025-3-30 19:30
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作者: Oafishness 時(shí)間: 2025-3-30 23:07
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作者: Mets552 時(shí)間: 2025-3-31 01:33
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 作者: 金盤是高原 時(shí)間: 2025-3-31 08:18
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作者: 攤位 時(shí)間: 2025-3-31 10:16
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作者: 表皮 時(shí)間: 2025-3-31 14:30
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作者: indifferent 時(shí)間: 2025-3-31 20:08
