1. The Contextual Questionnaires for the PISA for Development Study Options

2. Parent Questionnaire Do we want a common parent questionnaire for PfD? Yes or No? If yes, should it be mandatory? Yes or No? Consider: implementation challenges and costs need for parent data to assess family literacy, employment, material possessions.

3. Teacher Questionnaire Do we want a common teacher questionnaire for PfD? Yes or No? If yes, should it be mandatory? Yes or No? Consider: implementation challenges and costs need for teacher data to assess administrative leadership If we include a TQ can we drop the SQ?

4. System Level Data Do we want a common core of items we ask countries to collect as part of their system-level information for PfD? Yes or No? If yes, should it be mandatory? Yes or No? Consider: implementation challenges vis-à-vis the data countries currently collect costs

5. Link measures to country-level data collection Do we want to attempt to link the PfD questionnaires to questionnaires used by participating countries? Yes or No? Consider: Costs Quality of questions

6. Quality of Instruction Should we attempt to develop some additional measures that attempt to measure so-called “high-yield instructional strategies? Yes or No? Consider: Difficult to achieve a consensus on what constitutes high yield strategies PISA measures the skills developed since birth, not simply those that have been affected by students’ current teachers Teacher quality is subject-specific There is a strong literature on high-yield strategies (e.g., Hattie’s book, Visible Learning).

7. Language of Instruction Should we attempt to develop some additional measures that capture language of instruction from primary to age 15? Yes or No? Consider: Difficult to collect retrospective data

8. Socioeconomic Status Should we attempt to develop a set of “poverty” or “education- related poverty” measures? Options;  Strive to adapt ESCS with additional items at the lower end  Do A for “material possessions” but in addition develop separate measures of parental literacy, employment status, and a set of proxies of possessions for material possessions associated with poverty.  Do A and B with attention to the data being collected by countries through their national household surveys.  Develop a set of core items, but plan on developing separate within-country measures of SES Consider: How far we can take B and C prior to data collection (e.g., analyses of SERCE or Prova Brazil data) Issues of DIF, within and between countries

9. School Infrastructure Should we attempt to develop a set of school infrastructure measures for the PfD school questionnaire? Options;  Rely on current PISA measures and system level data  Do a small set of questions that measure school infrastructure, learning places (e.g., labs, libraries), and pedagogical resources. Consider: The two-step problem – the availability of resources and the actual use of resources by teachers and students.