References of "Monseur, Christian"
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See detailLe redoublement en Fédération Wallonie-Bruxelles
Baye, Ariane ULg; Chenu, Florent ULg; Crahay, Marcel ULg et al

Learning material (2014)

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See detailCross-cultural differences in teaching strategies, opportunities-to-learn and achievement in reading
Lafontaine, Dominique ULg; Monseur, Christian ULg; Baye, Ariane ULg et al

Conference (2013, August 31)

Using the PISA 2009 data from 43 education systems, the present study aimed at exploring to what extent is reading achievement of 15 year-olds explained by variations in reading curriculum. Factorial ... [more ▼]

Using the PISA 2009 data from 43 education systems, the present study aimed at exploring to what extent is reading achievement of 15 year-olds explained by variations in reading curriculum. Factorial analyses have been performed on the “reading for school” (RFS) variables. Four factors were extracted; configural, metric and scalar invariance were checked for, showing that configural and metric invariance were met, whereas scalar invariance was not. Correlations in each country were then computed between the 4 RFS factors and reading achievement score. Finally, Multi-level analyses were used to estimate the school and student level variance in reading achievement explained in each country by the 4 RFS factors and the students’ socioeconomic and cultural background. Two of the factors (interpretation of literary texts and use of non-continuous texts) were positively related to reading achievement and one (use of functional texts) was negatively related to reading in most of the countries. Interestingly, the factor Traditional literature course was negatively linked with achievement in many countries, but positively related to reading in a number of Asian countries. The multilevel analyses showed that more than half of the between-school variance on average could be explained by the RFS factors (uniquely or jointly with background variables). The between-school variance explained by the RFS factors was larger in tracked educational systems, suggesting that curricular variations in the language courses linked to tracking might have an impact on reading even if reading is not usually taught as a specific subject to 15-year-olds students. [less ▲]

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See detailThe contribution of Multidimensional IRT for modeling applicants performance on a SJT.
Lothe, Benoit ULg; Monseur, Christian ULg; Hansez, Isabelle ULg

Poster (2013, May)

Situational judgment tests (SJTs) are testing methods often used in Personnel Selection to appraise different constructs (Whetzel & McDaniel, 2009). In the framework of an overall career progression ... [more ▼]

Situational judgment tests (SJTs) are testing methods often used in Personnel Selection to appraise different constructs (Whetzel & McDaniel, 2009). In the framework of an overall career progression program in a Public Administration, SJTs were developed to assess several competencies relevant to both task (e.g. planning, managing, etc.) and contextual performance (e.g. helping behaviour, organizational loyalty, etc.). Each competency is a combination of KSAOs needed to perform efficiently in a specific context (Campion & al., 2012; Le Boterf 2008). Given the lack of internal consistency of SJT and the dichotomous nature of the data, we decide to use Multidimensional Item Response Theory (MIRT) model to examine the issue of construct validity. Based on Hartig & Höhler (2009), we use MIRT compensatory model to estimate the latent covariance structures of the SJT. Different model are tested and compared depending on the number of dimension involved, the nature of the items and latent variables relation (between or within-item multidimensionality) and the number of model parameter (one or two parameter model). The results and findings lead us to discuss some implications (gaining accuracy, modeling performance in complex task, etc.) and limitations (dealing with complex loading structure, etc.) of using IRT, over and above classical test theory, in the specific case of SJTs applicants performance. The originality of this communication also lies in the way we addressed SJTs reliability and construct validity issues with a measurement based model that differs from the one usually used in the field. [less ▲]

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See detailAn overview of statistical methods to assess differential item functioning and differential test functioning
Magis, David ULg; Monseur, Christian ULg

Scientific conference (2013, February 12)

This talk broadly focuses on the identification of differential item functioning (DIF) and differential test functioning (DTF). After a short introduction of the key concepts, most-known methods to detect ... [more ▼]

This talk broadly focuses on the identification of differential item functioning (DIF) and differential test functioning (DTF). After a short introduction of the key concepts, most-known methods to detect DIF and DTF with dichotomously or polytomously scored items, and between two or more than two groups, are presented. Both parametric (i.e. IRT) and nonparametric (i.e. score-based) methods are described in a non-technical way. Several potential applications to PISA surveys are discussed. [less ▲]

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See detailHow does engagement in reading predict digital reading proficiency among 15 year-olds?
Lafontaine, Dominique ULg; Monseur, Christian ULg; Baye, Ariane ULg

Conference (2012, September)

In PISA 2009, 19 countries took part to an optional assessment of digital reading. In each country, a subsample of 15 year-olds was administered not only the paper and pencil PISA test, but also different ... [more ▼]

In PISA 2009, 19 countries took part to an optional assessment of digital reading. In each country, a subsample of 15 year-olds was administered not only the paper and pencil PISA test, but also different reading tasks online. The aim of our study is to investigate the relationships between engagement in reading, especially online reading practices, and digital reading proficiency of 15 year-olds in the 11 European countries which took part to this option (11 out of 19). [less ▲]

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See detailL'impact de la motivation et des émotions sur les aspirations professionnelles des jeunes de 15 ans
Dupont, Virginie ULg; Monseur, Christian ULg; Lafontaine, Dominique ULg et al

in Revue Française de Pédagogie (2012), (181), 55-70

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See detailDes parcours scolaires émaillés de discriminations
Lafontaine, Dominique ULg; Felouzis, Georges; Crahay, Marcel ULg et al

in Crahay, Marcel (Ed.) Pour une école juste et efficace (2012)

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See detailStructure des systèmes éducatifs et équité : un éclairage international
Monseur, Christian ULg; Lafontaine, Dominique ULg

in Crahay, Marcel (Ed.) Pour une école juste et efficace (2012)

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See detailSocial Inequalities of Post-secondary Educational Aspirations : influence of social background, school composition and institutional context
DUPRIEZ, Vincent; Monseur, Christian ULg; VAN CAMPENHOUDT, Maud et al

in European Educational Research Journal (2012), 11(4), 504-519

The first goal of this article is to assess, for each country belonging to the Organisation for Economic Co-operation and Development (OECD), the influence of pupils’ sociocultural background on ... [more ▼]

The first goal of this article is to assess, for each country belonging to the Organisation for Economic Co-operation and Development (OECD), the influence of pupils’ sociocultural background on educational aspirations. The second goal is to explore whether, after controlling for educational achievement, the residual influence of sociocultural background is still significant. In addition, the author estimates whether the sociocultural and academic characteristics of school composition have an additional impact on educational aspirations in this group of countries. Finally, they shows that the structural characteristics of school systems moderate the influence of individual characteristics and school composition on educational aspirations. [less ▲]

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See detailLe poids de l'origine socio-culturelle des élèves et leur environnement scolaire sur leurs aspirations d'études supérieures : les bases d'une comparaison internationale
Dupriez, Vincent; Monseur, Christian ULg; Van Campenhoud, Maud

in Orientation Scolaire et Professionnelle (L') [=OSP] (2012), 41(1), 29-56

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See detailPISA Student Non Response Adjustment Procedures
Rust, K.; Krawchuk, S.; Monseur, Christian ULg

in Prenzel, M.; Kobarg, M.; Schöps, S. (Eds.) et al Research in the context of Programme for International Student Assessment (2012)

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See detailGender differences in Variability and Extreme Scores
Baye, Ariane ULg; Lafontaine, Dominique ULg; Monseur, Christian ULg

Conference (2011, September 15)

This study examines academic gender differences in variance and at the extreme tails of score distributions in reading, mathematics and science. Ten databases from IEA and PISA were used to analyse such ... [more ▼]

This study examines academic gender differences in variance and at the extreme tails of score distributions in reading, mathematics and science. Ten databases from IEA and PISA were used to analyse such gender differences in an international perspective from 1995 to 2009. Differences in standard deviation, effect size and variance ratios were computed. The main results may be summarised as follows. The gender differences at the extreme tails of the distribution are often more substantial than the gender differences at the mean, which may suggest the need to rethink education policies for low-achieving boys in reading and for high-achieving girls in mathematics and science. The “greater male variability hypothesis” is confirmed, although our results suggest that this may depend on the test content, the study design and the computed statistics. [less ▲]

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