Search

Supplemental material, sj-docx-2-aei-10.1177_15345084221091172 for A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation Toward Mathematics in Elementary School by Parmaksiz Leonid and Tatjana Kanonire in Assessment for Effective Intervention

Supplemental material, sj-docx-1-aei-10.1177_15345084221091172 for A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation Toward Mathematics in Elementary School by Parmaksiz Leonid and Tatjana Kanonire in Assessment for Effective Intervention

Supplemental material, sj-docx-7-aei-10.1177_15345084221091172 for A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation Toward Mathematics in Elementary School by Parmaksiz Leonid and Tatjana Kanonire in Assessment for Effective Intervention

Supplemental material, sj-docx-6-aei-10.1177_15345084221091172 for A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation Toward Mathematics in Elementary School by Parmaksiz Leonid and Tatjana Kanonire in Assessment for Effective Intervention

Supplemental material, sj-docx-5-aei-10.1177_15345084221091172 for A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation Toward Mathematics in Elementary School by Parmaksiz Leonid and Tatjana Kanonire in Assessment for Effective Intervention

Supplemental material, sj-docx-4-aei-10.1177_15345084221091172 for A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation Toward Mathematics in Elementary School by Parmaksiz Leonid and Tatjana Kanonire in Assessment for Effective Intervention

Supplemental material, sj-docx-3-aei-10.1177_15345084221091172 for A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation Toward Mathematics in Elementary School by Parmaksiz Leonid and Tatjana Kanonire in Assessment for Effective Intervention

Measurement of students’ well-being has become a significant issue as the paradigm of education outcomes has switched from just academic achievement to a holistic personal development. Nowadays different approaches to assess and to describe well-being in different age groups and contexts exist. All of them have some strengths and limitations that will be discussed in the following chapter. There are some major challenges that researchers and practitioners are facing: the amount of information that could be provided by existing instruments, the possibility to compare results in well-being dynamics, and the ways of presenting results to the participants and institutions for practice improvement. Addressing these approaches and challenges, we are going to discuss international research and practices as well as our own experience of well-being large-scale assessment. Some decisions for research and practice will be provided.

The aim of this chapter is to provide a literature overview about factors that affect students' choice of university. All factors can be divided in two types – individual or personal characteristics of students and institutional factors. Individual characteristics include students' age, gender, ethnicity, family background, ability, interests and motivation. Institutional factors describe university ranking, reputation, potential outcomes and benefits for students, as well as geographical location and costs for student (tuition fee, financial aid and scholarship). The combination of students' individual characteristics determines university choice. However, the quality of teaching, reputation and ranking of university are the most influential characteristic of university.

Western university model was transferred to Russia in the 18th century. The development of HEIs took its own unique direction serving the needs of the country, while the state has been dominating the HE sector. The chapter analyzes the interplay of market, state and informal mechanisms in the process of implementation of rankings. The institutional legacy underpinned the locally defined hierarchies of HEIs and disciplines, both explicit and implicit. The challenges that Russia meets on its way toward world university ranking are on the level of institutions and faculty, students and parents, and employers. As a conclusion, global rankings and local hierarchies have to be balanced in the HEIs structures to allow for a compromise between the demands of the global competition and the needs of the local communities.