ABSTRACT

This study aimed at examining the suitability of questionnaire instruments commonly used in large-scale assessments for measuring non-cognitive school effectiveness criteria. It focused on questions of reliability and validity for capturing changes in students within schools across time and the instruments’ sensitivity to school effects. The aim was also to propose an approach for analyzing measurement invariance across levels and time simultaneously. The study used longitudinal data from the KESS (Kompetenzen und Einstellungen von Schülerinnen und Schülern [competencies and attitudes of students]) study, conducted in Hamburg, Germany. The sample is comprised of 17,926 students in 189 secondary schools. Data were collected three or four times. The results of the analyses show that all investigated scales are suitable in terms of reliability and validity. However, only the scale interest in mathematics is sensitive to school effects and therefore suitable as a school effectiveness criterion.

摘要

本研究旨在检验通常用于大规模评估的问卷工具的适用性，以衡量非认知性学校有效性标准。它侧重于捕捉学校内学生随时间变化的信度和效度问题以及工具对学校影响的敏感性。目的还在于提出一种同时分析跨级别和跨时间的测量不变性的方法。该研究使用了在德国汉堡进行的 KESS（Kompetenzen und Einstellungen von Schülerinnen und Schülern [学生的能力和态度]）研究的纵向数据。样本由 189 所中学的 17,926 名学生组成。数据收集了三到四次。分析结果表明，所有调查的量表在信度和效度方面都是合适的。然而，只有数学兴趣量表对学校效果敏感，因此适合作为学校有效性标准。