Cuestionarios de contexto PISA: un estudio sobre los indicadores de evaluación

José González-Such; Carlos Sancho-Álvarez; Purificación Sánchez-Delgado

doi:10.7203/relieve.22.1.8274

Background questionnaires of PISA: a study of the assessment indicators

Authors

José González-Such Universitat de València
Carlos Sancho-Álvarez Universitat de València
Purificación Sánchez-Delgado Universitat de València

DOI:

https://doi.org/10.7203/relieve.22.1.8274

Keywords:

PISA, background questionnaires, evaluation indicators, evaluation of educational systems, education, measurement.

Abstract

The PISA assessment system has generated and continues to generate intense debate about its structure and usefulness. This article focuses on the context questionnaires as a way to analyze and understand the results properly. The objectives are to analyze the context indicators used in the different editions of the PISA tests, used in different studies and the results of these studies. An overview of the model used is provided to ensure that these indicators are no longer something that accompanies the performance test to reach their true meaning: jointly analyze the performance along with the variables that may be influencing the results. As methodology is used document analysis of publications related to PISA and results, as well as a semantic analysis of scientific work that has generated PISA. The results show that some indicators have remained throughout the various editions of PISA, while others have changed. The translation of a stable model in editions from PISA 2015 in which the most relevant items are included will undoubtedly facilitate the study of results at vertical and horizontal level. Thus, the importance of PISA context questionnaires established to properly understand their results and the need for more complex studies of multilevel or nested that normally used, generally based on descriptive statistics and / or percentages.

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Author Biographies

José González-Such, Universitat de València

PhD, Pedagogue and Associate Professor of the Department of Research Methods and Diagnosis in Education (MIDE) of University of Valencia. Member of the Assessment and Measurement Group (GEM). His main lines of research are: Educational Measurement and Evaluation, Teacher Evaluation and Educational Innovation. Postal address: Faculty of Philosophy and Educational Sciences. University of Valencia. Avda. Blasco Ibáñez, 30. 46010 Valencia (Spain)

Carlos Sancho-Álvarez, Universitat de València

Research personnel in training of the Department of Research Methods and Diagnosis in Education (MIDE) of University of Valencia. Master in Social and Community Psychopedagogy, Bachelor in Pedagogy from the University of Valencia, and a diploma in Education from the University of Alcalá. Currently enrolled in a PhD program in Education at University of Valencia. Member of the Assessment and Measurement Group GEM-Educo. Postal address: Faculty of Philosophy and Educational Sciences. University of Valencia. Avda. Blasco Ibáñez, 30. 46010 Valencia (Spain).

Purificación Sánchez-Delgado, Universitat de València

Professor Doctor of Department of Research Methods and Diagnosis in Education (MIDE) of University of Valencia. Member of the Assessment and Measurement Group (GEM). In the field of educational measurement works in development and validation of tests to measure different types of educational variables language area related. Her postal address is Faculty of Philosophy and Educational Sciences. University of Valencia. Avda. Blasco Ibáñez, 30. 46010 Valencia (Spain).

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Published

2016-07-08

How to Cite

González-Such, J., Sancho-Álvarez, C., & Sánchez-Delgado, P. (2016). Background questionnaires of PISA: a study of the assessment indicators. RELIEVE – Electronic Journal of Educational Research and Evaluation, 22(1). https://doi.org/10.7203/relieve.22.1.8274

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Issue

Vol. 22 No. 1 (2016)

Section

Special Section

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