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TALIS 2013 conceptal framework


Full text


Bélanger, Julie -

Knoll, Steffen -

Prusinski, Ellen -

Rutkowski, David -

Rutkowski, Leslie -

Weatherby, Kristen




60 p.




OECD countries

The document is organised into three main sections: • Section I elaborates on the general purpose and policy goals of TALIS and explains and justifies the type of context information needed to meet these goals. Given the specific emphases and goals of the survey, discussed subsequently, TALIS must address various factors at the system, school, and teacher levels. In the current educational policy climate, which emphasises improvement and accountability, teaching and learning environments warrant particular attention within the TALIS conceptual framework and survey. • Section II examines the conditions of teaching and learning that have been selected by the participating countries in a way that is relevant to the evaluation of the main policy goals, and themes. The TALIS questionnaires are designed to allow for some trend analysis between TALIS 2008, TALIS 2013 and further cycles of TALIS, while permitting for additional inquiry into areas identified as high priority by participating OECD countries, partner economies and sub-national entities. • Section III describes the design of TALIS 2013. As part of this description, the overarching design of the main study is discussed. The addition of ISCED (International Standard Classification of Education)2 Level 1 and 3 teachers is detailed, as is the necessity of ISCED Level specific instruments. In support of the goal of establishing trend information and effectively using information from TALIS 2008, the measures used in TALIS 2008 are revisited and measures of proven quality and relevance are identified. In this section, the implementation of new measures and the abandonment of low quality or less relevant measures are also discussed.