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Sampling Task 11: Reviewing and agreeing to the Sampling Form • The form for Sampling Task 11 was prepared\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA75\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA76","page_number":"76","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e-eligible students from a school, the student sample was to be selected and the list of selected students (i.e. the student tracking form) returned to the school. NPMs were required to use KeyQuest, the \u003cb\u003ePISA\u003c/b\u003e Consortium sampling\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA76\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA77","page_number":"77","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006). French and German Speaking Community: \u0026quot;whole schools\u0026quot; - pedagogical-administrative units, which may include different tracks, programmes, and which may include distinct geographical units (same unit as used\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA77\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA82","page_number":"82","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e is to ensure that the instruments used in all participating countries to assess students\u0026#39; performance provide reliable and fully comparable information. 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As of the \u003cb\u003ePISA\u003c/b\u003e 2006 main survey, the instruments used\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA96\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA98","page_number":"98","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e as School Co-ordinators (SCs). Trained Test Administrators (TAs) administered the \u003cb\u003ePISA\u003c/b\u003e assessment in schools. National Project Managers NPMs were responsible for implementing the project within their own country. They\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA98\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA116","page_number":"116","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e QUALITY CONTROL \u003cb\u003ePISA\u003c/b\u003e quality standards are established through comprehensive operational manuals and agreed national level implementation planning documents. These materials state the project goals, and how to achieve those\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA116\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA117","page_number":"117","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e field trial test was implemented as agreed in the sampling plan; • translation/adaptation/verification: review the translation, adaptation and verification processes to see if they were implemented in accordance with \u003cb\u003ePISA\u003c/b\u003e technical\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA117\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA120","page_number":"120","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e in each individual participating country . SURVEY WEIGHTING The sample design undertaken for \u003cb\u003ePISA\u003c/b\u003e was intended to give all students from within the same explicit stratum an equal probability of selection and therefore equal weight\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA120\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA126","page_number":"126","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e students and the extra non - \u003cb\u003ePISA\u003c/b\u003e grade students . No procedural changes were needed for Chile and Germany since a separate weighting stream was needed for the grade students . Trimming the student weights This final trimming check\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA126\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA128","page_number":"128","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e non - grade students were together , \u003cb\u003ePISA\u003c/b\u003e grade students were together and non - \u003cb\u003ePISA\u003c/b\u003e grade students were together . No procedural changes were required for the grade students for Chile and Germany , since a separate weighting\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA128\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA132","page_number":"132","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e In \u003cb\u003ePISA\u003c/b\u003e , this model was used in three steps : national calibrations , international scaling and student score generation . For both the national ... \u003cb\u003ePISA\u003c/b\u003e 2009 TECHNICAL REPORT 9 Application to \u003cb\u003ePISA\u003c/b\u003e National calibrations.","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA132\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA141","page_number":"141","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e received plausible values for DRA. Four multi-dimensional scaling models described above were estimated. BOOKLET EFFECTS As with \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006, the \u003cb\u003ePISA\u003c/b\u003e 2009 test design was balanced, so that the item parameter estimates\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA141\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA142","page_number":"142","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e definition of \u003cb\u003ePISA\u003c/b\u003e literacy and have no technical flaws , such as a translation or coding error . If a national correction were used then an adjustment would be made to compensate for the greater difficulty of these items in that\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA142\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA143","page_number":"143","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 scores was 500 and 100 respectively , for the equally weighted 27 OECD countries that participated in \u003cb\u003ePISA\u003c/b\u003e 2000 that had acceptable response rates ( Wu and Adams , 2002 ) . For \u003cb\u003ePISA\u003c/b\u003e 2003 the decision was made to report the\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA143\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA144","page_number":"144","snippet_text":"... value : Ci = δ 8 2003 82000 SCALING \u003cb\u003ePISA\u003c/b\u003e COGNITIVE DATA The value c ; is the 144 OECD 2012 - \u003cb\u003ePISA\u003c/b\u003e 2009 TECHNICAL REPORT 9 Linking \u003cb\u003ePISA\u003c/b\u003e 2009 for science and mathematics Linking \u003cb\u003ePISA\u003c/b\u003e 2009 for reading Uncertainty in the link.","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA144\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA145","page_number":"145","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006 approach for estimating the link errors was used again in \u003cb\u003ePISA\u003c/b\u003e 2009. The link standard errors are reported in Chapter 12 . In \u003cb\u003ePISA\u003c/b\u003e a common transformation has been estimated , from the link items , and this transformation is\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA145\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA146","page_number":"146","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006 and \u003cb\u003ePISA\u003c/b\u003e 2009 will be influenced because each student\u0026#39;s score in \u003cb\u003ePISA\u003c/b\u003e 2006 will be influenced by the error. • A change in the difference in performance between two groups from \u003cb\u003ePISA\u003c/b\u003e 2006 to \u003cb\u003ePISA\u003c/b\u003e 2009 will not be influenced\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA146\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA156","page_number":"156","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e population coverage . Coverage Indices 4 and 5 are intended to be diagnostic in cases where indices 1 , 2 or 3 ... \u003cb\u003ePISA\u003c/b\u003e 2006 , the procedure for \u003cb\u003ePISA\u003c/b\u003e 2009 was that very small schools having only one or two \u003cb\u003ePISA\u003c/b\u003e - eligible\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA156\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA161","page_number":"161","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e enrolment . Finland used modal grade 9 data to estimate school - level \u003cb\u003ePISA\u003c/b\u003e enrolment . Iceland used modal grade 10 data to estimate school - level \u003cb\u003ePISA\u003c/b\u003e enrolment . Italy ( just some schools ) used modal grade 10 data to estimate\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA161\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA183","page_number":"183","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e cycles, some information related to the design effects and their respective effective sample sizes are ... \u003cb\u003ePISa\u003c/b\u003e 2000 \u003cb\u003ePISa\u003c/b\u003e 2003 \u003cb\u003ePISa\u003c/b\u003e 2006 \u003cb\u003ePISa\u003c/b\u003e 2009 reading 5.90 6.02 6.69 5.96 mathematics 3.68 6.25 6.26 6.40 Science 2.93 5.45\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA183\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA184","page_number":"184","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e cycles from 174 schools in \u003cb\u003ePISA\u003c/b\u003e 2000 to 193 schools in \u003cb\u003ePISA\u003c/b\u003e 2009. Median of the number of participating schools for each domain and \u003cb\u003ePiSa\u003c/b\u003e cycle table 11.18 for the 35 countries that participated in every cycle \u003cb\u003ePISa\u003c/b\u003e 2000 \u003cb\u003ePISa\u003c/b\u003e 2003 \u003cb\u003ePISa\u003c/b\u003e\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA184\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA185","page_number":"185","snippet_text":"... \u003cb\u003ePISa\u003c/b\u003e 2000 20.1 \u003cb\u003ePISa\u003c/b\u003e 2003 22.5 \u003cb\u003ePISa\u003c/b\u003e 2006 33.7 \u003cb\u003ePISa\u003c/b\u003e 2009 31.2 mathematics 17.9 21.6 25.6 27.6 Science 18.8 20.5 29.9 30.8 Sampling for the Digital Reading Assessment (DRA) component Nineteen countries and economies participated in DRA\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA185\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA211","page_number":"211","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e cognitive reporting scales \u003cb\u003ePISA\u003c/b\u003e 2009 is the fourth \u003cb\u003ePISA\u003c/b\u003e assessment and also the fourth occasion on which reading , mathematics and science literacy scores have been reported . A central aim of \u003cb\u003ePISA\u003c/b\u003e is to monitor trends over time in\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA211\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA212","page_number":"212","snippet_text":"... \u003cb\u003ePISa\u003c/b\u003e literacy scale Print reading Print mathematics 2003 2000 P P P P Trends can be reported between any of the three cycles, by country or by subgroups ... \u003cb\u003ePISA\u003c/b\u003e 2009 TECHNICAL REPORT © 12 \u003cb\u003ePISA\u003c/b\u003e literacy scales \u003cb\u003ePISA\u003c/b\u003e literacy subscales.","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA212\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA213","page_number":"213","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e subscales is set so that scales within a domain can be compared to each other and with the matching overall \u003cb\u003ePISA\u003c/b\u003e reporting scale.5 Special purpose scales There are three special purpose scales. An interim mathematics scale was\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA213\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA214","page_number":"214","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003, the mathematics framework was updated and fully developed to support a comprehensive assessment of mathematics. The science frameworks were retained largely as they had been for \u003cb\u003ePISA\u003c/b\u003e 2000.7 The key changes to the mathematics\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA214\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA215","page_number":"215","snippet_text":"OECD. SCALING OUTCOMES Testing time and item characteristics In each of \u003cb\u003ePISA\u003c/b\u003e 2000, \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006 a total of 390 minutes of testing material was used.9 In this case there were thirteen 30 minutes clusters of items (390 minutes\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA215\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA216","page_number":"216","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 and \u003cb\u003ePISA\u003c/b\u003e 2003. The \u003cb\u003ePISA\u003c/b\u003e 2003 design was fully balanced whereas the \u003cb\u003ePISA\u003c/b\u003e 2000 design systematically placed minor domain items and some reading items at the end of the student booklets (see Adams and Wu, 2002). The complexity of the\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA216\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA217","page_number":"217","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 and \u003cb\u003ePISA\u003c/b\u003e 2003 Reading link item Average % correct \u003cb\u003ePISA\u003c/b\u003e 2003 100 90 80 70 60 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 100 Average % correct \u003cb\u003ePISA\u003c/b\u003e 2000 Reading 2003 to 2006 To link the \u003cb\u003ePISA\u003c/b\u003e 2006 data to the \u003cb\u003ePISA\u003c/b\u003e reading\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA217\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA218","page_number":"218","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006 % correct Item 2003 2006 R055Q01 81.4 80.9 R055Q02 47.9 46.8 R055Q03 58.2 57.2 R055Q05 72.6 71 R067Q01 ... \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006 Reading link item Average % correct \u003cb\u003ePISA\u003c/b\u003e 2006 100 90 80 70 60 50 40 30 20 10 Reading 2000\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA218\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA219","page_number":"219","snippet_text":"... ( \u003cb\u003ePISA\u003c/b\u003e 2000 minus \u003cb\u003ePISA\u003c/b\u003e 2009 ) is 1.30 , and the standard deviation of the differences is 3.53 . The standard deviation of this difference is greater than that for 2003 to 2006 but comparable to the 2000 to 2003 difference and most likely\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA219\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA220","page_number":"220","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003, the \u003cb\u003ePISA\u003c/b\u003e mathematics scale was developed at that point. As \u003cb\u003ePISA\u003c/b\u003e 2000 had covered two of the four 2003 mathematic scales, only two trend scales could be developed. These were for comparison of performance between 2000 and 2003\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA220\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA221","page_number":"221","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 and \u003cb\u003ePISA\u003c/b\u003e 2003 Mathematics link item Average % correct \u003cb\u003ePISA\u003c/b\u003e 2003 100 90 80 70 60 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 100 Average % correct \u003cb\u003ePISA\u003c/b\u003e 2000 Mathematics 2003 to 2006 A set of 48 mathematics items was selected from\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA221\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA223","page_number":"223","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006 Mathematics link items Average % correct \u003cb\u003ePISA\u003c/b\u003e 2006 100 90 80 70 60 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 100 Average % correct \u003cb\u003ePISA\u003c/b\u003e 2003 Mathematics 2006 to 2009 A set of 35 mathematics items ( three out of\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA223\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA224","page_number":"224","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2009 % correct Item 2006 2009 M447Q01 67.6 67.4 M462Q01D 12.0 11.4 M464Q01T 23.8 23.2 M474Q01 72.9 73.1 ... \u003cb\u003ePISA\u003c/b\u003e 2006 and \u003cb\u003ePISA\u003c/b\u003e 2009 Mathematics link item Average % correct \u003cb\u003ePISA\u003c/b\u003e 2009 Science 2000 to 2003 100 90 80 70 60 50 40\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA224\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA225","page_number":"225","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 and \u003cb\u003ePISA\u003c/b\u003e 2003. The complexity of the \u003cb\u003ePISA\u003c/b\u003e 2000 design is such that impact of this on the item parameter estimation and hence the equating is unclear. Second, the units that were selected from \u003cb\u003ePISA\u003c/b\u003e 2000 for use in \u003cb\u003ePISA\u003c/b\u003e 2003\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA225\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA226","page_number":"226","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 and \u003cb\u003ePISA\u003c/b\u003e 2003 100 Science link item Average % correct \u003cb\u003ePISA\u003c/b\u003e 2003 90 80 70 60 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 100 Average % correct \u003cb\u003ePISA\u003c/b\u003e 2000 Science 2003 to 2006 In \u003cb\u003ePISA\u003c/b\u003e 2006 , science was the major domain and as\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA226\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA227","page_number":"227","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2003 and \u003cb\u003ePISA\u003c/b\u003e 2006 Science link item Average % correct \u003cb\u003ePISA\u003c/b\u003e 2006 100 90 80 70 60 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 100 Average % correct \u003cb\u003ePISA\u003c/b\u003e 2003 SCALING OUTCOMES For the purposes of trend analysis an additional trend\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA227\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA228","page_number":"228","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006 and used again in \u003cb\u003ePISA\u003c/b\u003e 2009.13 Hence the change from 2006 to 2009 involved reducing the number of items by almost half, and as it was the case when reading and mathematics changed from major to minor domain, it was not\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA228\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA229","page_number":"229","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006 and \u003cb\u003ePISA\u003c/b\u003e 2009 Science link item Average % correct \u003cb\u003ePISA\u003c/b\u003e 2009 100 90 80 70 60 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 100 Average % correct \u003cb\u003ePISA\u003c/b\u003e 2006 TRANSFORMING THE PLAUSIBLE VALUES TO \u003cb\u003ePISA\u003c/b\u003e SCALES For \u003cb\u003ePISA\u003c/b\u003e 2009 the\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA229\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA230","page_number":"230","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2009 student performance to the \u003cb\u003ePISA\u003c/b\u003e scale. After applying this shift, the transformations required to place logits on the \u003cb\u003ePISA\u003c/b\u003e reading scale were as given below. Note that the transformation is done separately by gender, as has\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA230\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA231","page_number":"231","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e has also produced a wide range of other scales that are affective or behavioural scales . 3. This is because conditioning variables were not used in the construction of the scales for the \u003cb\u003ePISA\u003c/b\u003e 2000 data ( see \u003cb\u003ePISA\u003c/b\u003e 2003 Technical\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA231\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA248","page_number":"248","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e sampling standards; • the outcomes of the adaptation, translation and verification process; • the outcomes of the national centre and \u003cb\u003ePISA\u003c/b\u003e quality monitoring visits; • the quality and completeness of the submitted data; and • the\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA248\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA249","page_number":"249","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e cycle. The information is combined together in the database so that: • indications of non-compliance with the standards can be identified early on in order to enable rectifying measures; • the point at which the problem occurred\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA249\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA250","page_number":"250","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e session timing standard (6.1). Information is collected in relation to these standards through a variety of mechanisms: through \u003cb\u003ePISA\u003c/b\u003e quality monitor reports; through the field trial and Main Survey reviews; through information\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA250\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA252","page_number":"252","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2009, and these had identified a range of issues. The purpose of these mechanisms was early identification of potential problems, and intervention to ensure that they had been rectified wherever possible so that data quality would\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA252\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA253","page_number":"253","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e standards. Further, in the case of minor deviations from the standards, unless otherwise noted, additional data was available to suggest the data was suitable for use. Austria There was a non-systematic boycott by students in some\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA253\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA258","page_number":"258","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e is interested in reporting general results, rather than the results of individuals. \u003cb\u003ePISA\u003c/b\u003e uses samples of students and items to make estimates about populations: a sample of 15-year-old students is selected to represent all the 15\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA258\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA259","page_number":"259","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 the development of described proficiency scales for \u003cb\u003ePISA\u003c/b\u003e has been carried out through a process involving a number of stages. The stages are described here in a linear fashion, but in reality the development process involved\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA259\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA260","page_number":"260","snippet_text":"OECD. PROFICIENCY SCALE CONSTRUCTION For science , given the small number of items in \u003cb\u003ePISA\u003c/b\u003e 2000 and \u003cb\u003ePISA\u003c/b\u003e 2003 , a single overall proficiency scale was developed to report results . As with mathematics in 2003 , the expanded focus on\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA260\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA261","page_number":"261","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e outcomes in a consistent manner, we need an approach to defining performance levels, and to associating students with those levels. The methodology that was developed and used for \u003cb\u003ePISA\u003c/b\u003e 2000, 2003 and 2006 was essentially retained for\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA261\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA263","page_number":"263","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e can reliably assess and, more importantly, describe. REPORTING THE RESULTS FOR \u003cb\u003ePISA\u003c/b\u003e READING In this section, the way in which levels of reading literacy are defined, described and reported will be discussed. They will be\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA263\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA265","page_number":"265","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2009 outcomes for reading. For print reading in \u003cb\u003ePISA\u003c/b\u003e 2000, student scores were transformed to the \u003cb\u003ePISA\u003c/b\u003e scale, with a mean of 500 and a standard deviation of 100, and five levels of proficiency were defined and described. For \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA265\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA266","page_number":"266","snippet_text":"OECD. PROFICIENCY SCALE CONSTRUCTION The level definitions on the \u003cb\u003ePISA\u003c/b\u003e scale are given in Table 15.1. table 15.1 reading literacy performance band definitions on the \u003cb\u003ePiSa\u003c/b\u003e scale Level 6 5 4 Score points on the \u003cb\u003ePISa\u003c/b\u003e scale Higher than\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA266\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA312","page_number":"312","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 analysis and at that time was derived from five indices : highest occupational status of parents ( HISEI ) , highest educational level of parents ( in years of education according to ISCED ) , family wealth , cultural\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA312\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA330","page_number":"330","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e are the ISO numerical three- digit country codes . □ The school identification variable labelled SCHOOLID . DRA DATABASE For the 19 countries that participated in the \u003cb\u003ePISA\u003c/b\u003e 2009 digital reading assessment , a separate database was\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA330\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA331","page_number":"331","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006. In previous cycles, the OECD average was based on a pooled, equally weighted database. To compute the ... \u003cb\u003ePISA\u003c/b\u003e 2006, but the principles remain the same for \u003cb\u003ePISA\u003c/b\u003e 2009. 4. This publication is focused on \u003cb\u003ePISA\u003c/b\u003e 2006, but the\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA331\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA334","page_number":"334","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000, \u003cb\u003ePISA\u003c/b\u003e, OECD Publishing. oeCd (2003), The \u003cb\u003ePISA\u003c/b\u003e 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills, OECD Publishing. oeCd (2004), Learning for Tomorrow\u0026#39;s World: First Results\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA334\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA359","page_number":"359","snippet_text":"... \u003cb\u003ePISa\u003c/b\u003e 2006 variable name St13Q01 St13Q02 St13Q03 St13Q04 St13Q05 St13Q06. ANNEX D - CHANGES TO CORE QUESTIONNAIRE ITEMS [ Part 1/2 ] Table D.1 ST 09 to 06 Link \u003cb\u003ePISA\u003c/b\u003e 2009 \u003cb\u003ePISA\u003c/b\u003e 2009 \u003cb\u003ePISA\u003c/b\u003e 2006 Question Variable Question \u003cb\u003ePISA\u003c/b\u003e 2006 Variable\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA359\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA360","page_number":"360","snippet_text":"... \u003cb\u003ePISa\u003c/b\u003e 2006 variable name IC05Q03 IC05Q04 IC05Q11 IC05Q12 IC05Q14 \u003cb\u003ePISa\u003c/b\u003e 2006 variable name SC04Q01 SC04Q02 SC04Q03 SC04Q04 SC04Q05 SC04Q06. [Part 2/2] table d.1 St 09 to 06 link \u003cb\u003ePISa\u003c/b\u003e 2009 \u003cb\u003ePISa\u003c/b\u003e 2009 \u003cb\u003ePISa\u003c/b\u003e 2006 Question variable Question\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA360\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA362","page_number":"362","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2009 \u003cb\u003ePISA\u003c/b\u003e 2009 \u003cb\u003ePISA\u003c/b\u003e 2006 Question Variable Question \u003cb\u003ePISA\u003c/b\u003e 2006 Variable Number Name Number Name Q10a SC10Q01 Q13a SC13Q01 Q10b SC10Q02 Q13b SC13Q02 Q10c SC10Q03 Q13c SC13Q03 Q11 Q14 a SC11Q01 a SC14Q01 b SC11Q02 b SC14Q02 C SC11Q03\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA362\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA367","page_number":"367","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Governing Board (PGB) reviewed a first set of draft technical standards for the \u003cb\u003ePISA\u003c/b\u003e 2009 assessment. The purpose of this document is to list the ... \u003cb\u003ePISA\u003c/b\u003e 2009 TECHNICAL STANDARDS: ANNEx G Annex G – \u003cb\u003ePISA\u003c/b\u003e 2009 TECHNICAL STANDARDS.","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA367\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA368","page_number":"368","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Governing Board, and by clarifying the timelines of the activities involved. The standards formulate levels of attainment, while timelines and feedback ... \u003cb\u003ePISA\u003c/b\u003e 2009 TECHNICAL REPORT © Annex G: \u003cb\u003ePISA\u003c/b\u003e 2009 TeCHnICAL STAnDARDS.","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA368\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA369","page_number":"369","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Target Population. Standard 1.2 Unless otherwise agreed upon only \u003cb\u003ePISA\u003c/b\u003e-Eligible students participate in the test. Standard 1.3 Unless otherwise agreed upon, the testing period: • is no longer than six consecutive weeks in duration\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA369\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA373","page_number":"373","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e are administered after all the test and questionnaire instruments of the core component of \u003cb\u003ePISA\u003c/b\u003e have been administered to students that are part of the international \u003cb\u003ePISA\u003c/b\u003e sample. 8. Security of the material Rationale: The goal of the\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA373\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA374","page_number":"374","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e assessment instruments used in schools contains all information as specified by the \u003cb\u003ePISA\u003c/b\u003e Governing Board . Standard 10.3 The layout and pagination of all test material is the same as in the source versions , unless otherwise agreed\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA374\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA377","page_number":"377","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Operation Manuals before submitting the database. Standard 17.3 National Centres make a data manager available upon submission of the database. The data manager: • is authorised to respond to International Contractor data queries\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA377\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA378","page_number":"378","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e database (the “international database”) will be decided upon by the \u003cb\u003ePISA\u003c/b\u003e Governing Board. Countries/economies can withdraw data only prior to obtaining access to data from other countries/economies. Withdrawn data will not be made\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA378\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA379","page_number":"379","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e project. The software assists with sampling, student tracking and data submission practices that meet the \u003cb\u003ePISA\u003c/b\u003e 2009 technical standards. national Centre Quality monitor - an International Contractor representative who visits a\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA379\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA380","page_number":"380","snippet_text":"... \u003cb\u003ePISa\u003c/b\u003e target Population - students aged between 15 years and 3 (completed) months and 16 years and 2 (completed) months at the beginning of the testing period ... \u003cb\u003ePISA\u003c/b\u003e 2009 TECHNICAL REPORT © Annex G: \u003cb\u003ePISA\u003c/b\u003e 2009 TeCHnICAL STAnDARDS.","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA380\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA381","page_number":"381","snippet_text":"OECD. ANNEX. H. –. \u003cb\u003ePISA\u003c/b\u003e. CONSORTIUM,. STAFF. AND. CONSULTANTS. \u003cb\u003ePISA\u003c/b\u003e. Technical. Advisory. Group. Keith Rust (Chair) (Westat, USA) Ray Adams (ACER) John de Jong (Language Testing Services, Netherlands) Cees Glas (University of Twente,\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA381\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA384","page_number":"384","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 Assessment of Reading, Mathematical and Scientific Literacy, OECD Publishing. OECD (2001), Knowledge and Skills for Life: First Results from \u003cb\u003ePISA\u003c/b\u003e 2000, OECD ... \u003cb\u003ePISA\u003c/b\u003e PUBLICATIOnS Annex I – SELECTION OF OECD \u003cb\u003ePISA\u003c/b\u003e PUBLICATIONS.","page_url":"https://books.google.com.sg/books?id=z75zqthyUI0C\u0026pg=PA384\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA388","page_number":"388","snippet_text":"OECD. \u003cb\u003ePISA\u003c/b\u003e. 2009. Technical. Report. 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