1. PISA FOR DEVELOPMENT Technical Workshops Contextual questionnaires 10 th April 2014 OECD Secretariat 1

2. Questions for bidders How would you capture the experiences of countries regarding their own variables regarding ESCS? How would you propose the feasibility of arriving at a global measure of poverty that could be used consistently across countries for comparative purposes in the context of the PISA for Development project? How are you going to ensure comparability of results of the project on ESCS scales with international results, even if scales are extended? What would be the options with benefits and draw backs of having a cross-country poverty scale versus a country specific one? Country-by country and across countries who are the best informants to collect data on poverty and extend the ESCS to measure poverty? If a measure of ESCS is constructed how would you ensure the empirical evidence to ensure that it is valid? How are you going to address the fact that the target population may not be living at home? Constraints Ensure comparability of results of the project on ESES scales with international results, even if scales are extended. Requirements ESCS measures have to be internationally comparable. Contextual questionnaires: ESCS

3. Questions for bidders What would be your definition of school resources, particularly those related to student learning outcomes? How would you propose to capture data on school infrastructure (availability and use of)? What mechanisms would you use to validate this data? How would you establish the condition (quality) of infrastructure? How would you measure the extent to which resources meet the norms and standards set by the country? Constraints Information has to be collected from all institutions in the sample, public, private, religious schools, etc. Requirements Data and analysis must enable the assessment of equity and the distribution of school infrastructure and resources? 3 Contextual questionnaires: School infrastructure

4. Questions for bidders What would you propose to effectively manage the cost: information ratio for the various questionnaires? How would you propose to achieve a questionnaire that is fit for purpose bearing in mind the reading skills of the target population? How would you approach the potential trade off between comparability and information? What would you propose as the best way of extracting relevant indices and variables from other assessments being done in the country and combining them with the PISA data? What is your justification for using a parent questionnaire and what is the cost-benefit of this? How would you propose the most effective and cost: benefit way of triangulating the questionnaires? In case of students in boarding schools, what is the most feasible approach for delivery and ensuring sufficient response rate for parent questionnaire? How would you ensure the highest possible response rates and lowest missing variables? How would you identify those students that are at risk of dropping out without an additional questionnaire? How would you capture in a robust way the parental perceptions of the school? Constraints The length of the questionnaire needs to be kept within the bounds that is relevant and feasible to be answered by the students in the countries. Requirements 4 Contextual questionnaires: Parent and Student questionnaires

5. Questions for bidders How will you capture the lessons of national assessments for PISA for Development? How will you make use of the national assessments to inform PISA for Development? How would you propose to link PISA for Development with national and other assessments? How would a review be conducted of the country specific education policies that are most relevant to student learning outcomes? How would you address country specific importance given to comparison of curriculum content and PISA frameworks? How would you propose innovative and modern methods of data collection, ensuring quality and comparability? Constraints Requirements Stratification variables used for the sampling have to follow PISA standards but also incorporate country specific variables. 5 Contextual data collection and national assessments and systems

6. OECD to make PISA parent, teacher, student and school questionnaires available for review and comment OECD to collect and make available questionnaires from other programmes and countries Group provides feedback on paper by 25 April to OECD Paper finalised and distributed two weeks before International Advisory Group meeting, 27-28 May First rough draft of ToR for International Contractor (s) distributed two weeks before International Advisory Group meeting, 27-28 May Some decisions to be taken at the International Advisory Group meeting, 27-28 May – virtual consultations will follow for other decisions and input. 6 Next steps