Assessing Contexts of Learning

Abstract

This new book series collates key contributions to a fast-developing fi eld of education research. It is an international forum for theoretical and empirical studies exploring new and existing methods of collecting, analyzing, and reporting data from educational measurements and assessments. Covering a high-profi le topic from multiple viewpoints, it aims to foster a broader understanding of fresh developments as innovative software tools and new concepts such as competency models and skills diagnosis continue to gain traction in educational institutions around the world. Methodology of Educational Measurement and Assessment offers readers reliable critical evaluations, reviews and comparisons of existing methodologies alongside authoritative analysis and commentary on new and emerging approaches. It will showcase empirical research on applications, examine issues such as reliability, validity, and comparability, and help keep readers up to speed on developments in statistical modeling approaches. The fully peer-reviewed publications in the series cover measurement and assessment at all levels of education and feature work by academics and education professionals from around the world. Providing an authoritative central clearing-house for research in a core sector in education, the series forms a major contribution to the international literature.More information about this series at

Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems

“…To answer this question, we tested the measurement invariance of a two-dimensional model which distinguishes between teacher-guided instruction and unguided inquiry based on Lau and Lam's (2017) study, and compared it to a unidimensional model of inquiry as intended by the PISA questionnaire designers (Müller, Prenzel, Seidel, Schiepe-tiska, & Kjaernsli, 2016).…”

Predictors of students' participation in internet or computer tutoring for additional instruction and its effect on academic achievement

“…As suggested by the O-P framework, students might be more likely to participate in ICTPAAI when conditions for ICT propensity and opportunity are met (Byrnes & Miller, 2007;Byrnes & Wasik, 2009). Specifically, when students have strong ICT interest (the preference for ICTrelated activities or topics; Goldhammer, Gniewosz, & Zylka, 2016), ICT self-efficacy (the self-perceived ICT competence ;Goldhammer et al, 2016) and ICT autonomy (the perception of independency in ICT activities; Deci & Ryan, 2012;Goldhammer et al, 2016), they are more likely to participate in ICT-related activities. Empirical studies show that educational ICT use is positively related to ICT interest (Areepattamannil & Khine, 2017;Scherer, Rohatgi, & Hatlevik, 2017) and ICT self-efficacy (Areepattamannil & Khine, 2017;Tømte & Hatlevik, 2011).…”

“…Autonomy plays an important role in human behaviour (Deci & Ryan, 2012). Experiencing ICT autonomy means students are selfdirected in their use of ICT (Goldhammer et al, 2016). Research has shown that ICT autonomy is positively associated with undergraduates' ICT literacy (Lin & Overbaugh, 2013).…”

Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems

“…To answer this question, we tested the measurement invariance of a two-dimensional model which distinguishes between teacher-guided instruction and unguided inquiry based on Lau and Lam's (2017) study, and compared it to a unidimensional model of inquiry as intended by the PISA questionnaire designers (Müller, Prenzel, Seidel, Schiepe-tiska, & Kjaernsli, 2016).…”