ABSTRACT
Since their inception, the International Association for the Evaluation of Educational Achievement (IEA) Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study
CONTENTS
Introduction ......................................................................................................... 299 Field Testing the Context Questionnaire Scales .............................................. 301
Checking for Unidimensionality ..................................................................302 Estimating Reliability (Internal Consistency) ............................................302 Evaluating the Relationship between the Proposed Scales and Student Achievement .............................................................................303
Reviewing and Finalizing the TIMSS and PIRLS 2011 Background Questionnaires .....................................................................................................303 Conducting the TIMSS and PIRLS 2011 Assessments ...................................304 Reporting Context Questionnaire Scales in TIMSS and PIRLS 2011 ...........305 Scaling Procedure ................................................................................................306 Validating the TIMSS and PIRLS 2011 Context Questionnaire Scales .........309 References ............................................................................................................. 315
(PIRLS) international assessments have provided extensive information about home supports and school environments for teaching and learning.* In 2011, the trend cycles of TIMSS (every 4 years) and PIRLS (every 5 years) came together, producing a synergy that led to advancements in the quality of the background data collected in both studies, and in particular to updates in the way context questionnaire data were scaled and reported.
