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ERIC Number: EJ923195
Record Type: Journal
Publication Date: 2011
Pages: 27
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-1530-5058
Examining Evidence for the Validity of PISA Learning Strategy Scales Based on Student Response Processes
Hopfenbeck, Therese N.; Maul, Andrew
International Journal of Testing, v11 n2 p95-121 2011
The aim of this study was to investigate response-process based evidence for the validity of the Programme for International Student Assessment's (PISA) self-report questionnaire scales as measures of specific psychological constructs, with a focus on scales meant to measure inclination toward specific learning strategies. Cognitive interviews (N = 22) and descriptive and statistical analysis of Norwegian questionnaire data (N = 4279) provide converging evidence that (a) a non-trivial portion of students may not be providing responses to items that can be considered valid, for a variety of reasons; (b) students who perform more poorly on PISA's science scales are less likely to provide valid responses to the questionnaire items; and (c) quantitative examinations of response patterns provide limited ways of identifying students who may not be providing valid responses, although changes in the questionnaire design could strengthen the utility of these methods. These findings are discussed in the context of the larger interpretive argument surrounding the PISA learning strategy scales, and implications for future research on the measurement of learning strategies are discussed. (Contains 5 tables and 6 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Identifiers - Assessments and Surveys: Program for International Student Assessment