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Examining Evidence for the Validity of PISA Learning Strategy Scales Based on Student Response Processes
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Hopfenbeck, Therese N.; Maul, Andrew – International Journal of Testing, 2011
The aim of this study was to investigate response-process based evidence for the validity of the Programme for International Student Assessment's (PISA) self-report questionnaire scales as measures of specific psychological constructs, with a focus on scales meant to measure inclination toward specific learning strategies. Cognitive interviews (N…
Descriptors: Student Reaction, Learning Strategies, Validity, Questionnaires