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ERIC Number: ED561898
Record Type: Non-Journal
Publication Date: 2013-Oct
Pages: 120
Abstractor: As Provided
Reference Count: 106
ISBN: 978-088685415-7
ISSN: N/A
Issues and Methodologies in Large-Scale Assessments. Special Issue 2: Measuring Students' Family Background in Large-Scale International Education Studies. IERI Monograph Series
Brese, Falk; Mirazchiyski, Plamen
International Association for the Evaluation of Educational Achievement
The relationship between students' family background and achievement is often seen as an important topic in regard to equality and equity of educational provision. The results of various education studies show that the family background of students correlates with students' academic achievement at school. This paper focuses on the measurement of students' family background within large-scale international studies of education. The intent of this paper is to provide a summary and evaluation of the different ways and concepts of measuring students' family background. It focuses on international large-scale assessment studies using data from the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS) conducted by the International Association for the Evaluation of Educational Achievement (IEA) as well as the Programme for International Student Assessment (PISA) conducted by the Organisation for Economic Co-operation and Development (OECD). In addition to summarizing the different approaches to measuring family background, the paper attempts to evaluate these approaches with regard to the quality of the data collected across countries by using criteria such as response rate, the extent of the relationship between students' family background and achievement, and the reliability of the derived scales. These criteria are also used to compare the different approaches to measuring family background in large-scale international education studies. The paper furthermore tries to identify best practice and provide suggestions on how to improve the measurement of family background within the context of a variety of premises underpinning large-scale international education studies, such as the research questions being explored and the costs of conducting this type of research.
International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Publication Type: Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Elementary Secondary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED)
Authoring Institution: International Association for the Evaluation of Educational Achievement; Educational Testing Service
Identifiers - Assessments and Surveys: Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study
IES Funded: Yes
Grant or Contract Numbers: ED08CO0117