SEA-PLM 2024 OUTCOME MEASURES

Assessment domain(s)
  • Reading literacy
  • Writing literacy
  • Mathematical literacy

Note: For this new round, the global citizenship domain originally embedded in SEA-PLM 2019 as a standalone domain was included in SEA-PLM 2024 as a broader, inclusive, and organic dimension: essential skills.

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Achievement and test scales
Scale creation
  • The reading and mathematics 2024 scales were equated to the 2019 original scales. For details of developing proficiency bands and descriptions, please refer to the 2019 methodology.
  • The writing data have been processed and released separately from the reading and mathematics domains due to methodological and psychometric differences in scoring and scaling compared to the 2019 cycle.
List of Achievement Scales
  • Mathematical literacy (comparable with 2019)
  • Reading literacy (comparable with 2019)
  • Writing literacy (new scale, not comparable with 2019)
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Questionnaire and background scales
Scale creation
  • Scales were calculated using item response theory (IRT), specifically a Rasch partial credit model.
  • When the wording of the containing items were unchanged, and the pattern of data was consistent across cycles, the scales were linked to the previous cycle. 
     
List of Background Scales

Students

  • Socio-economic index
  • Parental engagement towards schooling
  • Attitudes towards reading
  • Attitudes towards mathematics
  • Student's frequency of digital literacy behaviours
  • Exposure to Global Citizenship (GC) issues at school
  • Student’s participation in GC activities
  • Student’s global citizenship identity
  • Student’s perspectives of GC issues and dynamics
  • Student's level of worry over environmental issues
  • Student’s expected occupation

 

Parents 

  • Parents' beliefs about the importance of exposure to GC issues at school
  • Parents' perspectives of students frequency of digital literacy behaviours
  • Parents' perspectives of students self-regulation
  • Parents' perspectives of support given to child during COVID
  • Student’s expected occupation

 

Teachers

  • Teacher's negative wellbeing
  • Teacher's positive wellbeing
  • Community attitudes - Parents
  • Community attitudes - Students
  • Community attitudes - Teachers
  • Teacher reports on student attitudes
  • Teacher reports on job satisfaction
  • Teacher reports on issues affecting learning
  • Teacher reports on problems in their classes
  • Teacher reports on GC school activities available
  • Teacher reports on adjustment to teaching practices due to COVID
  • Teacher reports on frequency of teaching essential skills
  • Teacher perceptions of the importance of young people to learn about different global citizenship areas
  • Teacher perceptions of the importance of young people to develop global citizenship skills
  • Mathematics teachers only - Confidence in teaching mathematics

 

Schools

  • Issues hindering school capacity
  • Community attitudes - Parents
  • Community attitudes - Students
  • Community attitudes - Teachers
  • Principal reports on student attitudes
  • Frequency of issues occurring among students
  • Perceived support from school community
  • Principal perceptions of the importance of young people to learn about different global citizenship areas
  • Principal reports on lack of digital resources impacting the school during COVID
  • Principal reports on academic and wellbeing issues impacting the school during COVID
  • Principal reports on the adjustment to school after COVID

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Sources - Measures
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