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Sensory and methodological aspects in biomechanical research of postural control and clinical fields of application
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The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality ...
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The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality
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In: Educational assessment, evaluation and accountability 31 (2019) 2, S. 201-220 (2019)
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Abstract:
Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility to learn from outstandingly effective educational systems across the world and to improve learning in classrooms by providing policy relevant information. Yet, it often remains unclear whether the instruments used in international large-scale assessments work similarly across different cultural and linguistic groups, and thus can be used for comparing them. Using PISA 2012 data, we investigated data comparability of three teaching quality dimensions, namely student support, classroom management, and cognitive activation using a newly developed psychometric approach, namely alignment. Focusing on 15 countries, grouped into five linguistic clusters, we secondly assessed the impact of linguistic similarity on data comparability. Main findings include that (1) comparability of teaching quality measures is limited when comparing linguistically diverse countries; (2) the level of comparability varies across dimensions; (3) linguistic similarity considerably enhances the degree of comparability, except across the Chinese-speaking countries. Our study illustrates new and more flexible possibilities to test for data comparability and outlines the importance to consider cultural and linguistic differences when comparing teaching-related measures across groups. We discuss possible sources of lacking data comparability and implications for comparative educational research. (DIPF/Orig.)
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Keyword:
Antwort; Austria; Belgien; Belgium; Classroom techniques; Cognitive learning; Colombia; Data; Daten; ddc:370; Deutschland; Education; Einflussfaktor; Empirische Bildungsforschung; England; Erziehung; Frage; France; Frankreich; Germany; Intercultural comparison; Interkultureller Vergleich; Ireland; Irland; Klassenführung; Kognitives Lernen; Kolumbien; Kulturdifferenz; Language; Macau; Measurement procedure; Messung; Messverfahren; Mexiko; Österreich; Perception; PISA; Pupil; Pupils; Qualität; Quality; Reliabilität; Reliability; Schanghai; Schottland; Schüler; Schul- und Bildungswesen; Schweiz; Scotland; Sprache; Sprachproblem; Switzerland; Taipei; Teaching; Test analysis; Testauswertung; Unterricht; Validität; Vergleichende Bildungsforschung; Wahrnehmung
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URL: https://www.pedocs.de/volltexte/2020/19065/pdf/EAEA_2019_2_Fischer_Praetorius_Klieme_The_impact_of_linguistic_similarity_A.pdf https://www.pedocs.de/volltexte/2020/19065/ http://nbn-resolving.de/urn:nbn:de:0111-pedocs-190654
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Deutsche Version der Positive and Negative Affect Schedule PANAS (GESIS Panel)
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In: 20 (2019)
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Diagnostic tests in Czech for pupils with a first language different from the language of schooling ... : Diagnosticni testi na Ceskem za ucence, katerih prvi jezik ni enak jeziku solanja ...
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Diagnostic tests in Czech for pupils with a first language different from the language of schooling ; Diagnosticni testi na Ceskem za ucence, katerih prvi jezik ni enak jeziku solanja
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In: CEPS Journal 6 (2016) 1, S. 31-48 (2016)
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Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
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In: Language testing 33 (2016) 4, S. 555-575 (2016)
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Erfassung bildungssprachlicher Kompetenzen von Kindern im Vorschulalter. Grundlagen und Entwicklung einer Ratingskala (RaBi) ...
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Erfassung bildungssprachlicher Kompetenzen von Kindern im Vorschulalter. Grundlagen und Entwicklung einer Ratingskala (RaBi)
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In: 2016, 42 S. (2016)
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Seeing through the eyes of the respondent: an eye-tracking study on survey question comprehension
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In: International Journal of Public Opinion Research ; 23 ; 3 ; 1-22 (2016)
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Möglichkeiten einer objektiven und reliablen Bestimmung von Textqualität im Anfangsunterricht. Methodisches Vorgehen und deskriptive Befunde aus dem Projekt NaSch1 ...
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Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
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In: Language testing (2015), S. 1-21 (2015)
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Möglichkeiten einer objektiven und reliablen Bestimmung von Textqualität im Anfangsunterricht. Methodisches Vorgehen und deskriptive Befunde aus dem Projekt NaSch1
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 20 (2015) 38, S. 60-79 (2015)
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Validität und Reliabilität des Computerized Test of Emotion Comprehension
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