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Assessing Contexts of Learning pp 395–422Cite as

Curriculum and Learning Time in International School Achievement Studies

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Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

Abstract

Students’ opportunities to learn are closely related to student achievement and thus are an important aspect of education effectiveness research. International school achievement studies have stressed their importance for questions of equity in education. This chapter concentrates on the quantity of opportunities to learn: i.e., the curriculum content and the amount of learning time that a student experiences. A literature review leads to the identification of core concepts of curriculum and learning time that should be included in international large-scale assessments (ISLAs) in order to enable meaningful reporting, provide useful data for secondary research, and facilitate policy making. The resulting theoretical frameworks, combined with the literature on education effectiveness research, are compared against previous measures for both concepts in ILSAs, and provide the foundation for questionnaire material that was developed for, implemented and evaluated in the field trial for PISA 2015.

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Notes

  1. 1.

    This chapter expands on a proposal for PISA 2015 international questionnaire options presented to the PISA Governing board (PGB) in April 2012 (Doc.: EDU/PISA/GB(2012)7) and on a technical paper that was presented to the PISA 2015 Questionnaire Expert Group (QEG) in May 2012 (Doc.: QEG 2012–2005 Doc 02).

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  1. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Frankfurt, Germany

    Susanne Kuger

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  1. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF) , Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Susanne Kuger

  2. Department for Educational Quality and Evaluation Schloßstraße 29 60486, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Eckhard Klieme

  3. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Nina Jude

  4. Department of Educational Psychology, University of Wisconsin-Madison , 1025 West Johnson Street Madison, Wisconsin, USA

    David Kaplan

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Kuger, S. (2016). Curriculum and Learning Time in International School Achievement Studies. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing Contexts of Learning. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-45357-6_16

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