09 SES 05 A, Assessing Instructional Quality in International Large-scale Assessments
Trude Nilsen (presenting author), Ole Kristian Bergem, Ronny Scherer, Hege Kaarstein, Arne Hole, Liv Sissel Grønmo Instructional quality (InQua), comprising at least four core dimensions (i.e., cognitive activation, teacher support, clarity of instruction and classroom management), has been shown to be positively related to both student achievement and motivation in a number of studies (e.g., Baumert et al., 2010; Fauth et al., 2014; Klieme, Pauli, & Reusser, 2009). Since most of these studies focused on one grade only, the questions arise whether (a) the measurement of InQua is comparable across grades, and (b) whether differential effects of InQua on student outcomes exist (Seidel & Shavelson, 2007). Based on the national optional items used in TIMSS 2015 and TIMSS Advanced 2015, the aim of this paper is to investigate measurement invariance and the differential effects across grades 4, 5, 8, 9, and 13 in Norway. We will first apply multi-group two-level confirmatory factor analysis (MG-MCFA) using Mplus (Muthén & Muthén, 1998-2014) to test each of the four InQua dimensions for invariance across grades. As InQua will be measured at the student and the classroom level, we investigate invariance at both levels. In particular, we specify a configural model, in which the four dimensions of InQua and the pattern specified in the loading matrices are equal across grades. Building up on this model, metric invariance additionally constrains the factor loadings to equality. Finally, scalar invariance assumes that the item intercepts are equal across grades in addition to the factor loadings. We evaluate these three invariance models with respect to their overall goodness-of-fit and the changes in fit statistics. To ensure that the relations between the dimensions of InQua and student motivation can be compared across grades, at least the assumption of metric invariance needs to hold (Millsap, 2011). In this case, we investigate these relations and compare them across the five groups by extending the MG-MCFA to a multi-group two-level structural equation model. Seeing how grade 4 and 5 belong to elementary school, grade 8 and 9 belong to lower secondary, and grade 13 to upper secondary school, we expect metric, but not scalar invariance across grades. We further expect supportive climate and cognitive activation to have the largest influence on student motivation in accordance with previous research (Fauth et al., 2014). Our study contributes to a deeper understanding of InQua within the field internationally, and are particularly relevant for reforms of teacher education and further development of in-service courses.
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., et al.. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress. American Educational Research Journal, 47(1), 133-180. Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1-9. Klieme, E., Pauli, C., & Reusser, K. (2009). The pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 137-160). New York: Waxmann Publicing Co. Millsap, R. E. (2011). Statistical approaches to measurement invariance. New York, NY: Routledge. Muthén, L. K., & Muthén, B. O. (1998-2014). Mplus user´s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.