1. The Contextual Questionnaires for the PISA for Development Study Data collection

2. PISA CONTEXT QUESTIONNAIRES ASSESS:  General variables: all cycles.  Domain-specific trend variables: major domain only, every 9 years.  Thematic extension variables: extensions within individual cycles.  System-level data: from INES or system- level questionnaire.

3. PISA 2003 contextual questionnaires Pisa FrameworkConstructs Antecedents: Student background and school context. Student demographics and family SES Educational career and expectations Socioeconomic context of the school School input: Controlled at the system/ school level, depending on governance structure School governance and organization Public/private Enrollment, Staffing, resources, infrastructure General processes: Controlled at school level, sometimes at system level Relationships: teacher-student, principal- teachers; teacher-teachers. Assessment and admission policies Decision making and autonomy Topic specific processes: Controlled at instruction or school level Instructional time, class size, learning climate, teachers support, ability group and activities. General non-cognitive outcomes Attitudes towards school, truancy, Sense of belonging to school, Grade repetition, drop out Topic specific non- cognitive outcomes Interest in and enjoyment of mathematics, instrumental motivation Self-efficacy, self-concept, math anxiety, strategies and learning approaches

4. Elaboration from PISA 2003 contextual questionnaires Student questionnaire School questionnaire Antecedents: Student background and school context School input: Controlled at the system/school level, depending on governance structure General processes: Controlled at school/system level Mathematics processes: Controlled at instruction or school level. General non-cognitive outcomes Mathematics non- cognitive outcomes

5. Questions  What can we learn from other studies?  To enhance PISA questionnaires, how can we best collect these variables?

6. How other studies collect data Elaboration from SERCE