TALIS

English
ISSN: 
2312-9638 (online)
ISSN: 
2312-962X (print)
http://dx.doi.org/10.1787/23129638
Hide / Show Abstract

How can countries prepare teachers to face the diverse challenges in today’s schools? The OECD Teaching and Learning International Survey (TALIS) helps answer this question by asking teachers and school leaders about their working conditions and the learning environments at their schools. TALIS aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.

Also available in French
 
TALIS 2008 Technical Report

Latest Edition

TALIS 2008 Technical Report You do not have access to this content

English
Click to Access: 
    http://oecd.metastore.ingenta.com/content/8710011e.pdf
  • PDF
  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/talis-2008-technical-report_9789264079861-en
  • READ
Author(s):
OECD
31 Mar 2010
Pages:
276
ISBN:
9789264079861 (PDF) ;9789264079854(print)
http://dx.doi.org/10.1787/9789264079861-en

Hide / Show Abstract

The OECD’s new Teaching and Learning International Survey (TALIS) has been designed to provide data and analyses on the conditions needed for effective teaching and learning in schools. As the first international survey with this focus, it seeks to fill important information gaps that have been identified at the national and international levels of education systems.

This TALIS Technical Report describes the development of the TALIS instruments and methods used in sampling, data collection, scaling and data analysis phases of the first round of the survey. It also explains the rigorous quality control programme that operated during the survey process, which included numerous partners and external experts from around the world.

The information in this report complements the first international report from TALIS, Creating Effective Teaching and Learning Environments: First Results from TALIS (OECD, 2009) and the User Guide for the TALIS International Database (available for download from www.oecd.org/edu/talis/).

loader image

Expand / Collapse Hide / Show all Abstracts Table of Contents

  • Mark Click to Access
  • Foreword
    The OECD’s new Teaching and Learning International Survey (TALIS) has been designed to provide data and analyses on the conditions needed for effective teaching and learning in schools. As the first international survey with this focus, it seeks to fill important information gaps that have been identified at the national and international levels.
  • List of abbreviations and acronyms
  • Introduction and Summary
    This chapter offers an overview of the OECD Teaching and Learning International Survey (TALIS) and summarises the survey’s main features and objectives. It introduces the main stakeholders in the management and implementation of TALIS and their responsibilities, discusses standardised procedures used for the data collection and analyses and outlines the survey’s milestones, beginning with the pilot study in 2006.
  • Overview of TALIS 2008 and Framework Development
    This chapter presents the rationale and aims of TALIS, as well as the design of the TALIS survey programme, which was conceptualised as a cycle of surveys, the first of which was conducted in 2007-08 and is the focus of this report. The chapter presents the conceptual and analytical frameworks that shaped the development of the programme and offers an overview of the policy issues and indicators considered and chosen for the first TALIS cycle.
  • Development of Teacher and Principal Questionnaires
    In order to establish goals for the development of the teacher and principal questionnaires, the TALIS Board of Participating Countries (BPC) conducted a priority rating exercise (see Chapter 2). To translate these goals into survey analysis plans and survey questionnaires (i.e. the Teacher and Principal Questionnaires), an Instrument Development Expert Group (IDEG) was established in conjunction with the BPC. This chapter explains in detail the frameworks guiding the questionnaire development for each of the main themes covered by the first TALIS survey: teacher background characteristics and professional development; principal and school background characteristics; school leadership and management; appraisal of and feedback to teachers; and teaching practices, attitudes and beliefs.
  • Translation and Cultural Adaptation
    This chapter details the rigorous approach taken to ensure an accurate and appropriate translation and cultural adaptation of the TALIS survey instruments. Each version of the TALIS questionnaires was subject to a stringent translation procedure and layout verification process prior to both the field trial and the main survey. The chapter explains the rationale for this strict system and describes the responsibilities of the various parties involved in the processes, including the IEA Secretariat, Instrument Development Expert Group, National Project Managers and independent language experts, translators and linguistic verifiers.
  • Sample Design
    This chapter offers an overview of the international sampling plan prepared for the participants in TALIS, including the international sampling strategy and sample size. Appendix B presents the characteristics of each national sampling plan. Strategies for estimating population characteristics and their sampling error are covered in detail in Chapter 9. This chapter deals primarily with the TALIS "core survey" of ISCED Level 2 teachers.
  • Survey Operations Procedures
    This chapter focuses on the survey operation procedures implemented for TALIS, including the materials and software that the International Study Centre (ISC) provided to all National Project Managers (NPMs). Other tasks of the NPMs as well as the three phases of the survey were explained in more detail in Chapter 1of this report. The International Association for the Evaluation of Educational Achievement Data Processing Center (IEA DPC) had developed a series software packages for previous IEA surveys, and adapted them to fit the needs of TALIS. The chapter concludes with an explanation of the quality control checks at different levels which ensure the high quality of the TALIS data.
  • On Line Data Collection
    This chapter discusses the on line and electronically delivered questionnaires that have become an increasingly useful option for international large-scale sample surveys and assessments. TALIS offered on line data collection (ODC) with a mixed-mode design as an international option: countries could use the option as a default means to collect data for all schools and respondents, selected schools only or a particular population, i.e. school principals or teachers. This chapter provides information on the design, operations, technical solutions, field trial, main study and on line data collection processes.
  • Quality Assurance
    This chapter explores the quality control programme prepared for administering TALIS. It discusses the standardised procedures taken for survey preparation, administration and data entry in order to ensure a high quality collection and processing of TALIS data. Quality control in TALIS comprised three parts: organisation and oversight by the IEA Secretariat of an international programme of school and national centre visits by International Quality Control Monitors (IQCMs); a national quality control programme of school visits operated by National Project Managers; and a follow-up on line Survey Activities Questionnaire seeking experiential information from the National Project Managers.
  • Creating and Checking the International Database
    This chapter offers an overview of the strategy used to create the TALIS 2008 international database (IDB). It describes the data entry and verification tasks employed by the national centres, the integration of data from the paper and online administration modes, the dataediting and database creation procedures implemented by the International Study Centre, and the steps that all involved centres took to confirm the integrity of the international database.
  • Estimation Weights, Participation Rates and Sampling Error
    This chapter covers three important aspects of the quality of the TALIS outcomes: weighting of the data to produce estimates, participation rates and an estimation of the sampling error. It begins by detailing how each component of the final estimation weight is defined and how those components are assembled into the final estimation weight, before describing participation rates and how they were computed.
  • Construction and Validation of Scales and Indices
    This chapter outlines the design and validation of scales and indices in TALIS. The TALIS questionnaires were comprised of many items; while some were intended to be used in single item analyses, others were intended to be combined to measure latent constructs. This chapter explains how simple indices were constructed, describes the methodology used for construct validation and scaling and finally details the construction, validation, and computation of each scaled index and its characteristics.
  • Annex A
    At the ISC Mr. Dirk Hastedt and Dr. Steffen Knoll acted as co-directors of TALIS. Mr. Hastedt was responsible for the overall budget, contractual agreements and consulting, while Dr. Knoll took care of the international schedules, co-ordinating the consortium and the internal budget. As study co-ordinator Ms. Friederike Westphal maintained close contact with the National Project Managers (NPMs) and co-ordinated the survey administration at the international level. Mr. Ralph Carstens acted as director of data management and was involved in the analysis of the TALIS data. As deputy data manager Ms. Alena Becker was responsible for the everyday business of data processing in co-operation with the national data managers.
  • Annex B
  • Annex C
  • Annex D
  • Add to Marked List
 
Visit the OECD web site