PISA 2003 MAIN STUDY DATA ENTRY MANUAL

PISA 2003 MAIN STUDY DATA ENTRY MANUAL Project Consortium: Australian Council For Educational Research (ACER) Netherlands National Institute for Educational Measurement (CITO group) Educational Testing Service (ETS) National Institute for Educational Policy Research (NIER, Japan) Westat

TABLE OF CONTENTS 1 INTRODUCTION... 4 2 KEYQUEST OVERVIEW AND INSTALLATION... 4 2.1 KEYQUEST OVERVIEW...4 2.2 KEYQUEST INSTALLATION...4 2.2.1 Installing KQADMIN and KQDATA...4 2.2.2 Installing KQEntry...4 3 PISA 2003 MAIN STUDY DATABASE... 4 3.1 PRE-CONFIGURED INSTRUMENTS...4 3.1.1 List of Schools...4 3.1.2 List of Students...4 3.1.3 Student Tracking Form...4 3.1.4 Study Programme Instrument...4 3.1.5 Test Booklets...4 3.1.6 Student and School Questionnaires...4 3.1.7 Reliability Coding Sheets...4 3.1.8 Session Report...4 3.1.9 ISCO Codes...4 3.1.10 Occupations...4 3.2 CODEBOOKS...4 4 STUDENT SAMPLING... 4 4.1 MINIMUM INFORMATION REQUIREMENTS...4 4.1.1 Study Programme Information...4 4.1.2 Preparing Study Programme Information for Student Sampling...4 4.1.3 Examples how to Enter Study Programme Information into Relevant KeyQuest Instruments..4 4.2 IMPORTING THE DATA INTO THE LIST OF STUDENTS...4 4.3 SAMPLING FUNCTIONALITY...4 4.4 CHANGING STUDENT TRACKING FORM LABELS...4 4.5 PRINTING AND UPDATING STUDENT TRACKING FORM...4 5 DATABASE ADAPTATIONS... 4 5.1 GENERAL COMMENTS...4 5.2 QUESTIONNAIRE ADAPTATIONS...4 5.2.daptations Required by the Consortium...4 5.2.2 National Options...4 5.2.3 Naming Convention...4 5.2.4 Variable Modifications...4 5.2.5 Removing Items from the Questionnaire and Changing the Order of Items....4 5.2.6 Saving the Instrument...4 6 ENTERING DATA.... 4 6.1 KQADMIN AND KQENTRY...4 6.2 CODING VARIABLES...4 6.2.1 The Structure of Student and School Identification...4 6.2.2 Missing, Invalid, and Not Applicable Codes...4 6.2.3 Date and Time Variables...4 6.2.4 Names...4 6.2.5 Marker Identification Variables...4 6.2.6 Test Item Variables...4 6.2.7 Background Variables in the Questionnaires...4 6.2.8 Coding Occupations...4 6.2.9 Entering the <Mark> Information...4 7 CLEANING PROCEDURES... 4 7.1 VALIDATION CHECKS REQUIRED FROM THE COUNTRY...4 3.

7.1.1 Report 1: List of Schools School Questionnaire Consistency...4 7.1.2 Report 2: Duplicate Booklets...4 7.1.3 Report 3: Tracking Form Booklet Consistency...4 7.1.4 Report 4: Tracking Form Questionnaire Consistency...4 7.1.5 Report 5: Multiple Records in Reliability Booklets...4 7.1.6 Report 6: Multiple Records in Reliability Booklets and Test Booklets...4 7.1.7 Report 7: Marker ID Consistency...4 7.2 VALIDATION CHECKS PERFORMED BY THE INTERNATIONAL STUDY CENTRE...4 7.2.1 National Adaptations in the Database...4 7.2.2 Verification of the Student Tracking Form and the List of Schools...4 7.2.3 Verification of the Reliability Data...4 7.2.4 Cognitive Data File...4 7.2.5 Verification of the Context Questionnaire Data...4 7.2.6 Verification of Within-School Sampling...4 8 DATA SUBMISSION... 4 9 REFERENCES... 4 10 APPENDIX 1 CODEBOOKS... 4 10.1.1 Name of Instrument: Booklet 1...4 10.1.2 Name of Instrument: Booklet 2...4 10.1.3 Name of Instrument: Booklet 3...4 10.1.4 Name of Instrument: Booklet 4...4 10.1.5 Name of Instrument: Booklet 5...4 10.1.6 Name of Instrument: Booklet 6...4 10.1.7 Name of Instrument: Booklet 7...4 10.1.8 Name of Instrument: Booklet 8...4 10.1.9 Name of Instrument: Booklet 9...4 10.1.10 Name of Instrument: Booklet 10...4 10.1.11 Name of Instrument: Booklet 11...4 10.1.12 Name of Instrument: Booklet 12...4 10.1.13 Name of Instrument: Booklet 13...4 10.1.14 Name of Instrument: Booklet UH...4 10.1.15 Name of Instrument: EC_ICT...4 10.1.16 Name of Instrument: School Questionnaire...4 10.1.17 Name of Instrument: Student Questionnaire...4 10.1.18 Name of Instrument: List of Schools...4 10.1.19 Name of Instrument: Student Tracking...4 10.1.20 Name of Instrument: Study Programme...4 1PPENDIX 2 ISO COUNTRY AND AREA CODES... 4 12 APPENDIX 3 ISCO OCCUPATIONAL CODES... 4 4.

TABLE OF FIGURES Figure 1: Mapping a network drive...4 Figure 2: KQAdmin folder on KeyQuest CD.... 4 Figure 3: KQAdmin setup file selected... 4 Figure 4: KeyQuest Setup Program Welcome Screen... 4 Figure 5: KeyQuest Setup Program Change Folder Screen... 4 Figure 6: KeyQuest Setup Program Change Installation Drive... 4 Figure 7: KeyQuest Setup Program Installation Drive Changed... 4 Figure 8: KeyQuest Setup Program Create New Folder Prompt... 4 Figure 9: KeyQuest Setup Program Installation Folder Created... 4 Figure 10: KeyQuest Setup Program Install Button... 4 Figure 11: KeyQuest Setup Program Setup Completed... 4 Figure 12: Start Menu Launching KeyQuest... 4 Figure 13: KeyQuest Cannot Find KQdata... 4 Figure 14: KeyQuest Find KeyQuest Folder on Network... 4 Figure 15: KeyQuest KQdata file found... 4 Figure 16: KeyQuest KQAdmin Main Menu... 4 Figure 17: KQEntry Folder on KeyQuest CD... 4 Figure 18: KQEntry Installation Welcome Screen... 4 Figure 19: KQEntry Installation Specify Installation Folder Screen... 4 Figure 20: KQEntry Installation Install Button... 4 Figure 21: KQEntry Installation Complete... 4 Figure 22: Start Menu Launching KQEntry... 4 Figure 23: Locate KQAdmin File... 4 Figure 24: KQAdmin Main Screen Student Sampling... 4 Figure 25: Student Sampling Screen... 4 Figure 26: Book Allocation Screen...4 Figure 27: Warning message... 4 Figure 28: Student Tracking Form Screen... 4 Figure 29: Tracking Form Labels Screen... 4 Figure 30: Edit / Create Variable Multiple choice Item as Vector Variable... 4 Figure 31: Edit / Create Variable Item With Length 1 and Width 4... 4 Figure 32: KQentry Management Screen... 4 Figure 33: Screen For Selecting An Instrument... 4 Figure 34: Main Screen of KQAdmin... 4 Figure 35: The Data Entry Screen for Booklet 1 page1... 4 Figure 36: Status bar for School Name Variable... 4 5.

TABLE OF TABLES Table 1 SPT for a country where all 15-year-old students attend the same study programme... 4 Table 2 SPT for a country with one study programme per school... 4 Table 3 SPT where study programmes contain more than one ISCED level... 4 Table 4 SPT for a country with different programmes within schools... 4 Table 5 List of Students in Excel format... 4 Table 6 Adaptation to the item that does not require adaptation to the variable... 4 Table 7 Adaptation to the MC item (original variable name)... 4 Table 8 Adaptation to the MC item (national variable name)... 4 Table 9 Example of adaptation to the Q16, language spoken at home... 4 Table 10 Example of adaptation to the Q15a, country of birth... 4 Table 1daptation to the multiple-response item created as a number of variables... 4 Table 12 Adaptation to the multiple-response item that requires additional national variables... 4 Table 13 Adaptation of the multiple-response item created as a vector... 4 Table 14 Adapting open format item created as a numeric variable... 4 Table 15 Removing items from the questionnaire and KeyQuest... 4 Table 16 Removing items from the questionnaire but not from KyQuest.... 4 Table 17 PISA Test Item Types and Data Entry Requirements... 4 Table 19 Numeric <Mark>information in QAS... 4 Table 20 Categorical <Mark> information in QAS.... 4 6.

PISA 2003 MAIN STUDY DATA ENTRY MANUAL 1 INTRODUCTION 1. This document outlines the data management procedures for the PISA 2003 Main Study. The data management software KeyQuest is used in PISA for this purpose. This document should be read in conjunction with the KeyQuest Manual, that contains a detailed description of all generic features of the software. 2. This document consists of seven sections. The first section contains an overview of the KeyQuest generic and PISA specific features and illustrates installation of KeyQuest. 3. The second section describes the KeyQuest database and all pre-configured for the PISA 2002 Main Study instruments. It also contains a description of codebooks for these instruments. Codebooks are provided in the Appendix 1. 4. The third section describes student sampling with KeyQuest, which is a requirement for the PISA 2003 Main Study. 5. The fourth section outlines how to make national adaptations to PISA Questionnaires and corresponding adaptations to KeyQuest. It also explains how to record these adaptations in the Questionnaire Adaptation Spreadsheet (QAS). 6. The fifth section is a detailed description of the data entry procedures. This section also contains a description of the various ways of entering occupational data. 7. The sixth section describes the data cleaning procedures that countries are required to carry out before they submit their data and the data cleaning procedures that ACER will perform while preparing national data for the international database. 8. Finally, the seventh section summarizes the procedures and timeline for submitting the data. 2 KEYQUEST OVERVIEW AND INSTALLATION 2.1 KEYQUEST OVERVIEW 9. KeyQuest is generic software for data entry and data management. It is also used for student sampling and school reports. Student sampling with KeyQuest, is a requirement for the PISA 2003 Main Study. The upgraded version of KeyQuest contains the database structures for all the booklets, questionnaires and tracking instruments used in the PISA 2003 Main Study. 10. It is strongly recommended that data be entered directly into KeyQuest, in order to take advantage of its many PISA-specific features. During data entry, KeyQuest continuously monitors for two kinds of data entry errors: violations and Primary Key violations. 11. s are rules associated with each variable for ensuring that only legitimate data are entered. The s are specified when the variables are created, and they are used to check the entered data. See the KeyQuest Manual Chapters 5 and 6 for more details. Validation rules for each item are provided in the international Codebooks. 12. Primary Keys are used to ensure that any student identification or school identification entered in one the KeyQuest instruments is consistent with a student identification listed in the Student Tracking Form, or with the school identification listed in the List of Schools. It also guarantees that no student or school identification is entered twice in the same instrument. 7.

PISA 2003 Main Study data MUST BE SUBMITTED to the International Processing Centre WITHIN KEYQUEST whatever system is used at the National Centre for data entry. 2.2 KEYQUEST INSTALLATION 13. Ask your network administrator to create a folder on a network. In the example below we named the folder keyquest, and it is in the drive named Pisa\PisaAdmin, however you can use any convenient names 2.2.1 Installing KQADMIN and KQDATA NOTE: The following steps need to be done only ONCE on any machine on the network. 14. On any operator machine map the allocated network drive. This can be done as follows: Open Windows Explorer Go to the Tools menu Select Map Network Drive Locate the folder that the network administrator has given you in the Shared Directories box. 15. You should now see the name of the folder in Explorer in the list of Folders Figure 1: Mapping a network drive. 8.

16. Insert the KeyQuest CD into your CD drive. 17. To install KQAdmin and KQdata choose KQAdmin folder in KeyQuest CD. Choose this folder Figure 2: KQAdmin folder on KeyQuest CD. 9.

18. Double click on the setup file (setup.exe). 19. The welcome screen appears. Figure 3: KQAdmin setup file selected. 20. Click Continue. Figure 4: KeyQuest Setup Program Welcome Screen 10.

21. Click Change Folder Figure 5: KeyQuest Setup Program Change Folder Screen 11.

22. Change the Drive (at the bottom of the screen) to the drive that you ve just mapped (in our example this is the F drive in Figure 7). Type keyquest in the pass. Change this Figure 6: KeyQuest Setup Program Change Installation Drive to this. Figure 7: KeyQuest Setup Program Installation Drive Changed 12.

23. Click OK. 24. Click Yes to create KeyQuest folder. 25. Click OK. Figure 8: KeyQuest Setup Program Create New Folder Prompt The folder has changed to F:/KeyQuest Figure 9: KeyQuest Setup Program Installation Folder Created 13.

26. Click on the Install button (this is a large button with a computer icon). If the warning to close all applications appears and all applications are closed, ignore the warning. Install Figure 10: KeyQuest Setup Program Install Button 27. The setup procedure will add KeyQuest to your start menu. KeyQuest will notify you when the setup has been completed successfully. Click OK to exit setup. Figure 11: KeyQuest Setup Program Setup Completed 14.

28. From the Windows Start Menu, select Programs\KeyQuest\PISA2003. Figure 12: Start Menu Launching KeyQuest 29. Enter the password to log on as Administrator. You will be given the message that KeyQuest could not locate the database KQdata. Figure 13: KeyQuest Cannot Find KQdata 15.

30. Click OK. 31. You must locate KQdata.mdb for KeyQuest. Select the KeyQuest Folder. Find the KeyQuest folder on the network drive. Figure 14: KeyQuest Find KeyQuest Folder on Network 32. Double Click on KQdata. KeyQuest will start. Figure 15: KeyQuest KQdata file found 16.

33. Click the Exit Data Base button and KQdata and KQAdmin have successfully been installed on the Network. Figure 16: KeyQuest KQAdmin Main Menu NOTE: In KeyQuest, the data entry screen is stored in KQAdmin.mdb while the data is stored in KQdata.mdb. It is possible for KQAdmin.mdb and KQdata.mdb. to become incompatible particularly in a network environment if multiple installations of KQAdmin.mdb are used to edit or create instruments. To avoid this problem, we strongly recommend the use of ONE DESIGNATED INSTALLATION of KQAdmin.mdb for performing any function other than data entry, exporting or importing data. This refers to all adaptations of the KeyQuest instruments and also to the use of the Study Programme instrument 17.

2.2.2 Installing KQEntry NOTE: The following steps must be done on EVERY machine to be used for data entry (including the machine which you used to install KQAdmin). 34. On each of the data entry machines insert the KeyQuest CD. Go to KQEntry folder. 35. Double click on the setup file (setup.exe). KQEntry folder on CD Figure 17: KQEntry Folder on KeyQuest CD 36. A welcome screen will appear. Click continue. Figure 18: KQEntry Installation Welcome Screen 18.

37. Click OK. Figure 19: KQEntry Installation Specify Installation Folder Screen 38. Click Install. If the warning to close all applications appears and all applications are closed, ignore the warning. Figure 20: KQEntry Installation Install Button 19.

39. Click OK. Figure 21: KQEntry Installation Complete 40. The setup procedure will add KQEntry to your start menu. 41. From the Windows Start Menu choose - Programs\ PISA Main Study2003 Entry.\PISA Main Study2003 Entry. Figure 22: Start Menu Launching KQEntry 20.

42. Enter the password to log on as Administrator. You will be asked to find KQAdmin. 43. Select KeyQuest Folder, then KQAdmin. Figure 23: Locate KQAdmin File 44. On the Data Entry Screen click the Setting Instruments button. 45. Select instruments that will be entered from this computer by placing them from the left side of the window to right side. The instruments have to be moved one by one. 46. KQEntry is now ready to use 21.

3 PISA 2003 MAIN STUDY DATABASE 47. The upgraded version of KeyQuest contains the database structures for all the booklets, questionnaires and tracking instruments used in the PISA 2003 Main Study. The Codebooks of the instruments can be produced by KeyQuest. Appendix 1 contains the Codebooks of the international version of all instruments and second section of this part of the manual contains explanations on how to read them. If any structural changes are made to an instrument, it is recommended to produce the national version of the codebook for it. 3.1 PRE-CONFIGURED INSTRUMENTS 48. The PISA 2003 Main Study version of KeyQuest is pre-configured with all of the international instruments. 3.1.1 List of Schools 49. All participating schools must be entered into the List of Schools instrument. This instrument is REQUIRED when you draw the student samples with KeyQuest and for the study programme column of the Student Tracking Form. 50. The List of Schools will also be useful if you need to produce school reports. Although the school name is optional, KeyQuest will require this information when generating the school report. It is therefore recommended that the school name field be completed. 51. There are merely a few adaptations that can be made to the structure of the list of schools. Only the following variables can be deleted SCHCORD1"School Coordinator Title" SCHCORD2"School Coordinator Surname" SCHCORD3"School Coordinator Given Name" 52. National variables independent from the first nine variables, for example, "Test Administrator Surname" and the like can be added if needed. 53. NO CHANGES are permitted to the first nine variables of this instrument StIDStrt "Stratum ID" StIDSch "School ID" SchName "School Name" SCHPSTAT "School Participation Status" SCHREP "School Sample Status" SCH15SAM "15-year-old sample size" SCH15NUM "School Number of 15-year-olds" SCHLSNUM "School Number of Students for Sampling" TRC2Q07 "Tracking Study Programme" 54. Data Entry into this instrument should precede student sampling and Data Entry into all other KeyQuest instruments. 3.1.2 List of Students 55. The List of Students is used by the Student Sampling Functionality of KeyQuest. The information stored in this instrument is used when building data in the Student Tracking instrument. Details on student sampling are given in the Chapter 5 of the PISA 2003 Main Study NPM Manual and in the appendices of the KeyQuest Manual. 56. Data Entry into this instrument is optional. 22.

57. However if the List of Students is used, Data Entry into it should precede student sampling and NO CHANGES are permitted to the following variables of this instrument StIDStrt "Stratum ID" StIDSch "School ID" SchName "School Name" TRC1Q02 Tracking Line Number TRC1Q04 Tracking Grade TRC1Q05 Tracking Gender TRC1Q06M Tracking Month of Birth TRC1Q06Y Tracking Year of Birth TRC2Q07 Tracking Study Programme 3.1.3 Student Tracking Form 58. The instrument is Student Tracking. Details about the main study Student Tracking Form (STF) are given in the Chapter 5 of the PISA 2003 Main Study NPM Manual. Explanations of how to use the new column (7), Study Programme, of the STF, are also given in the Study Programme part of the Entering Data section of this manual. 59. NO adaptations to the STRUCTURE of this instrument are permitted. Some adaptations to the TEXT are REQUIRED and is explained in the Study Programme part of this manual. 3.1.4 Study Programme Instrument 60. The information stored in the Study Programme is used when recoding data in the Student Tracking instrument to the international format. The use of this new instrument is explained in the Study Programme part of the Entering Data section of the current document. Chapter 5 of the PISA 2003 Main Study NPM Manual also contains information about this new instrument. 61. NO adaptations to this instrument are permitted. Data Entry into this instrument should precede student sampling 3.1.5 Test Booklets 62. The instrument names of thirteen test booklets in KeyQuest are Booklet 1 to Booklet 13. Booklet UH for special education students is also available as an International Option. 63. NO adaptations to TEST ITEMS are permitted. 64. Some Marker ID variables can be deleted if the country uses the same markers for different domains. Students demographic variables also can be dropped. 3.1.6 Student and School Questionnaires 65. The instrument names are School Questionnaire, Student Questionnaire, Student Questionnaire_EC, Student Questionnaire_ICT, Student Questionnaire_EC_ICT, Student Questionnaire_ICT and EC_ICT. 66. Those countries that do not use any International Options should use School Questionnaire and Student Questionnaire. Those countries that use only one International Option should use School Questionnaire and Student Questionnaire_EC, or Student Questionnaire_ICT. Those countries that use both International Options and do not add any national variables to the Student Questionnaire or add very few should use School Questionnaire and Student Questionnaire_EC_ICT. However, those countries that use both International Options and add some national variables to the Student Questionnaire should use School Questionnaire and Student Questionnaire, and EC_ICT as a separate instrument, because of the limited capabilities of Microsoft Access. 23.

67. Adaptations to the questionnaire database MUST REFLECT approved adaptations of the Questionnaires themselves. Adaptations of the KeyQuest Questionnaire Instruments are explained in the Questionnaire Adaptations part of this section. We also explain there how to record these adaptations on the QAS. 3.1.7 Reliability Coding Sheets 68. The reliability design is described in Chapter 7 of the PISA 2003 Main Study NPM Manual. The KeyQuest instruments associated with each type of Reliability Coding Sheet are included in KeyQuest. These instruments are: Reliability Booklet 1 (Math), Reliability Booklet 2 (Math), Reliability Booklet 3 (Math), Reliability Booklet 4 (Math), Reliability Booklet 5 (Math), Reliability Booklet 6 (Math), Reliability Booklet 8 (Science), Reliability Booklet 10 (Reading), Reliability Booklet 12 (PS). 69. NO adaptations to these instruments are permitted. 3.1.8 Session Report 70. The Session Report is used to capture Questions 1 to 19 from the Session Report Form which is completed by the Test Administrator (see Session Report Form in Test Administrators Manual). 71. Question Number 2 on the Session Report Form refers to the "PISA Identification Number". This is made up of the Stratum ID followed by School ID (e.g. 04 023). 72. Question Number 3 on the Session Report Form refers to the "School Identification Number" and refers to any national identification number used within the country 73. KeyQuest requires a Session Number when entering data from the Session Report Form. The Session Number is a unique number for a particular session within a school. This unique number can be assigned by the National Centre. 74. NO adaptations to this instrument are permitted. 3.1.9 ISCO Codes 75. The ISCO CODES instrument is required to build the List Based Responses variables used in the student questionnaires for occupation data. Details about ISCO codes and List Based Responses are described in the Data Entry Manual and in the Coding Occupations part of the Entering Data section of this document. 3.1.10 Occupations 76. The Occupation instrument is provided for the purpose of keying occupational data. 3.2 CODEBOOKS 77. The codebooks for the international version of all instruments are available in Appendix 1 of this document. 78. The codebooks for the national versions of the questionnaires should be exported directly from KeyQuest after all adaptations are made. Refer to KeyQuest Manual on how to export data from KeyQuest. All deviations from the international versions should be described in the QAS. 79. Codebooks contain a range of information about the KeyQuest variables. The following examples show two items from the Study Programme Codebook. 24.

TRP1Q02 3-15 Programme STF code StudyProg Between 1 and 40 or 97 or 98 or 99 TRP1Q09 94-94 Programme orientation Orientation "1" or "2" or "3" Value Value Label 1 General 2 Pre-Vocational 3 Vocational 80. The information in these examples should be read as follows: The variable names are TRP1Q02 and TRP1Q09, and these are the names by which these variables can be found in KeyQuest. Text 3 15 and 94 94 indicates the position of the variables in the database in the Text Format, e.g. TRP1Q02 is located in columns 3-15 and TRP1Q09 is located in column 94. The item names are Programme STF code and Programme orientation. The KQEntry labels, which appear on the data entry screen, are StudyProg and Orientation. The lists all values that can be entered for multiple choice variable TRP1Q09 or range of values for numeric variable TRP1Q02. For more information on validation rules see KeyQuest Manual. The Value Label provides a meaning for each of possible value of the multiple choice variable TRP1Q09. 4 STUDENT SAMPLING 81. The student sampling functionality of KeyQuest was especially developed for the PISA Project. It samples students from the List of Students or from the information contained in the List of Schools if no students are entered in the List of Students. It uses a systematic sampling procedure by computing a sampling interval, generates automatically the student tracking form and assigns one of the rotated booklets to the students. 4.1 MINIMUM INFORMATION REQUIREMENTS 82. The minimum information that KeyQuest requires to be able to draw a student sample for a school is a record in the List of Schools with the following variables keyed in it. 25.

KQEntry Label 1 Variable Name Comment Stratum ID StIDStrt School ID StIDSch Participation SCHPSTAT School participation status:ccepted; 2 Refused; 3 Pending Main/Repl SCHREP School sample status 0 Main; 1 Replacement 1; 2 Replacement 2 MOS15 SCHMOS15 School Measure of size for 15-year-olds, e. g. total enrolment of 15 year-olds as reported in school sample forms (usually previous year enrolment), Sample Size SCH15SAM 15-year-olds sample size, typically 35 LIST15 SCH15NUM School Number of 15-year-olds, as indicated in the Student List received from school. LISTTOT SCHLSNUM School number of students for sampling, in case of oversampling, for example, if grade sample is required. If over-sampling is not required by the country, SCHLSNUM= SCH15NUM StudyProg TRC2Q07 A relevant Study Programme Code as indicated in the second column of the study programme table, if the school has only one programme for 15-years old. N/A code if there is a possibility in the school for different programmes within it for 15-years old. See next section for more details on Study Programme. 83. The school name and all information concerning the school coordinator is optional. Nevertheless, it is advised to provide the school name because it will appear on the student tracking form and also on the school report. In any cases, the variables listed above should not be deleted or modified. Indeed, these variables are used by KeyQuest and the program will fail if the variable has been dropped from the instrument. 84. If student information is not entered in the instrument List of Students, samples can still be drawn using just the information in the school variables mentioned above. KeyQuest will draw the student sample and generate the Student Tracking Form (STF) with the following information: student identification, line number in the list of students the booklet number assigned to each sampled student and the programme of study, IF there is only one programme in the school and the relevant code was entered into the List of schools. 85. Other variables such as gender, date of birth or programme of study, can be entered into the Student Tracking instrument using the Data Entry functionality. 86. If the List of Students is imported or entered for the school, and the format of student background variables was not changed, then the sampling functionality of KeyQuest will insert the information contained in this instrument when building the STF, i.e. the student name, the grade, the gender, the date of birth, and the programme of study. 1 Note that KQEntry Label refers to the labels on the Data Entry Screen, and Variable Name represents variables in the KeyQuest database. These names are not shown on the screen but can be found in the codebook 26.

Please note that if the format of the grade, the gender, the date of birth, or the programme of study variables were changed, this information will not show on the STF 87. Before drawing the sample, KeyQuest will check the consistency of the student enrolment data of the List of Schools (SCHLSNUM and SCH15NUM) with the number of records of the List of Students. In case of inconsistency, a warning message will appear on the screen and it will not be possible to draw the sample until data are consistent from both sources. Please note: Line# variable on the List of schools should begin from 00001 for EACH school 4.1.1 Study Programme Information 88. For the PISA 2003 Main Study information about the study programmes of students will be collected through the Student Tracking Form (STF), Student Questionnaire, and a new KeyQuest instrument, Study Programme. Changes have been made to the List of Schools, List of Students, and STF to allow a different way of collecting this information. This section outlines how this information should be gathered and entered into KeyQuest. 89. Based on the information collected during the Field Trial the consortium provided a draft Study Programme Table (SPT) with a list of national study programmes and their respective codes to be used in the STF together with information on first and last grade, as well as their mapping to ISCED level, designation and orientation. NPMs should review this list of programmes and discuss any need for modifications with the consortium. 90. Once the content of the SPT has been agreed upon between NPMs and ACER, the list of programmes is added to the School Coordinator s (SC) and test administrators (TA) Manuals by the NPM and is part of the adaptation process to the TA and SC Manuals. 91. Information from the SPT should be entered into the Study Programme instrument of KeyQuest even if there is only one programme for the country. 4.1.2 Preparing Study Programme Information for Student Sampling 92. The following steps should be performed prior to printing of the STF. 93. Enter information into the Study Programme instrument of KeyQuest (see Entering Data chapter of this Manual). This new instrument reflects Study Programme Table (SPT). It contains all variables of this table except the following three: National name of programme, English/French programme description, and Comments. Information to this instrument should preferably be entered prior to all other information and definitely before the Student Tracking Forms (STF) are printed. 94. Enter study programme information as well as all other compulsory information into the List of Schools. The next section illustrates how study programme information can be entered into the List of Schools. 95. Enter study programme information into the List of Students if required (see section 4. 2. 3.). 96. Change study programme names in the Student Tracking instrument according to the national study programme names in SPT (see section 4. 2. 4.) 27.

4.1.3 Examples how to Enter Study Programme Information into Relevant KeyQuest Instruments. 97. Some countries have only one study programme per school, others can have different programmes within a school. In the first case the programme code has to be entered in the List of Schools for each school, in the second case it is recommended to enter it in the List of Students for each student. 98. Table 1 shows how the Study Programme Table (SPT) would be completed for a country where all 15-year-old students attend the same study programme (for example, all students study ISCED 2A, general). 99. In this case the variable Programme Code in the List of Schools has to be entered as 1 for all schools and KeyQuest will automatically insert this code for each student into Column 7 of the STF when they are produced at the sampling stage. 100. Tables 2 and 3 shows a completed SPT for a country with one study programme per school (for example, where the study programme is defined by the school type). In Table 2 National name of the programme refers to a unique combination of school type and ISCED level, while in Table 3 the same National name of programme refers to different ISCED levels. However, these ISCED levels could be identified by the student s grade. 101. In both cases the variable Programme Code in the List of Schools has to be entered corresponding to the school type and KeyQuest will again automatically insert the study programme codes for each student into the STF when they are produced. These codes are different for different school types. 102. Table 4 shows how the SPT would be completed for a country with different study programmes within schools. In this case variable Programme Code in the List of Schools has to be entered as N/A (97). KeyQuest will NOT automatically insert the study programme codes into STF for each student UNLESS this information is entered in the List of Students. 103. In countries with different study programmes per school it is a task of the School Coordinator to provide information about students participation in different Study Programmes available in the school. 104. If this information is provided electronically, the Programme Code could be imported into List of Students instrument together with other information about all 15-year-olds provided by school and then it will be inserted by KeyQuest into the STF when it is produced at the sampling stage. 105. If information about individual students participation in different study programmes is not available at the sampling stage, then this information should be written down directly into Column 7 of the printed STF by School Coordinator. The Data Entry Operator (DEO) will then enter this information into variable TRC2Q07 (Programme) of the Student Tracking Instrument when the STF is returned by the TA. 28.

Table 1 SPT for a country where all 15-year-old students attend the same study programme Country: Zland NPM: <name> Date: <date> 1 2 3 4 5 6 7 8 9 10 Programme No. Programme Code in STF National name of programme English/French programme description First Grade Last Grade ISCED level ISCED designation Orientation 1 1 <Programme 1> Low Secondary school 6 10 2 A General Comments All 15-year-olds are in the same programme. Note: For some schools Grade is entered into STF as 1 5, which corresponds to 6-10 Table 2 SPT for a country with one study programme per school Country: Xland NPM: <name> Date: <date> 1 2 3 4 5 6 7 8 9 10 Programme No. Programme Code in STF National name of programme English/French programme description First Grade Last Grade ISCED level 1 1 <Programme 1> Basic education 5 9 2 A General ISCED designation Orientation Comments 2 2 <Programme 2> Technical secondary school 10 12 Vocational 3 3 <Programme 3> Gymnasium 10 13 3 A General Programme depends on school type. Information is entered into the School List 29.

Table 3 SPT where study programmes contain more than one ISCED level Country: Yland NPM: <name> Date: <date> 1 2 3 4 5 6 7 8 9 10 Programme Programme National name of English/French programme First Last ISCED ISCED No. Code in STF programme description Grade Grade level designation Orientation Comments Secondary school and 1 1 <Programme 1> Secondary school (lower) 7 9 2 A General college are different institutions 2 1 <Programme 1> Secondary school (upper) 10 12 3 A General same study programme for upper secondary 3 2 <Programme 2> Technical college (lower) 7 9 2 C Vocational 4 2 <Programme 2> Technical college (upper) 10 12 Vocational same study programme for upper secondary Table 4 SPT for a country with different programmes within schools Country: Yland NPM: <name> Date: <date> 1 2 3 4 5 6 7 8 9 10 Programme No. Programme Code in STF National name of programme English/French programme description First Grade Last Grade ISCED level 1 1 <Programme 1> General Secondary education 7 (lower) 9 2 A General 2 1 <Programme 1> General Secondary education 10 (upper) 12 3 A General 3 2 <Programme 2> Vocational studies (lower) 7 9 2 C Vocational ISCED designation Orientation Comments 4 2 <Programme 2> Vocational studies (upper) 10 12 Vocational same study programme for upper secondary same study programme for upper secondary 30.

4.2 IMPORTING THE DATA INTO THE LIST OF STUDENTS. 106. Detailed information on how to import data is provided in Chapter 5 of the KeyQuest Manual. If data are imported using an Excel format, then the first line of the spreadsheet should contain the variable names, as shown in Table 5. Table 5 List of Students in Excel format SchNam StIDSt StIDSc TRC1Q0 TRC1Q0 TRC1Q0 TRC1Q0 TRC1Q06 TRC1Q06 TRC2Q0 School1 01 203 00001 Name1 10 2 10 86 1 School1 01 203 00002 Name2 11 1 04 86 1 School1 01 203 00003 Name3 11 2 05 86 1 School1 01 203 00004 Name4 10 2 09 86 2 School1 01 203 00005 Name5 9 1 02 86 1 School1 01 203 00006 Name6 11 1 02 86 3 School1 01 203 00007 Name7 11 1 03 86 1 School1 01 203 00008 Name8 11 1 05 86 2 School1 01 203 00009 Name9 11 1 07 86 1 School1 01 203 00010 Name10 11 1 03 86 1 School2 01 204 00001 Name11 10 1 10 86 1 School2 01 204 00002 Name12 11 2 07 86 1 School2 01 204 00003 Name13 11 1 07 86 1 School2 01 204 00004 Name14 10 2 09 86 1 School2 01 204 00005 Name15 11 1 08 86 3 School2 01 204 00006 Name16 10 2 09 86 3 School2 01 204 00007 Name17 11 2 06 86 3 School2 01 204 00008 Name18 11 2 02 86 2 School2 01 204 00009 Name19 11 1 05 86 2 107. Variable names refer respectively to the school name, stratum identification, school identification, line number, student name, grade, gender, month of birth, year of birth and study program. Variables TRC1Q04 and TRC1Q07 are numeric, defined in Excel in General format. All other variables are alphanumerical. Alphanumerical variables will be defined in text format in Excel files. Please note that if you are importing several schools simultaneously, line number (TRC1Q02) for each school should begin with 00001. 108. When importing data, it is possible to append to existing data or to replace all of the existing data. As lists of students may be imported at different times, it is necessary to have an APPEND option. 109. To do this, click on the Import Data button of the KQAdmin Main Screen (see Figure24). Choose List of Students from the drop down list, choose Append to existing data option and then brose the file. 110. If, for any reason, a list of students must be re-imported for one school, the records in the list of students must be firstly deleted one by one using the Data Entry functionality of KeyQuest. 111. Another way to solve this problem is to export the instrument, delete the records for that school in Excel, for instance, and then to re-import the whole file using the Replace existing data option. 31

The replace option should be used with extreme care because it will delete all data contained in the list of students, not only the data of the school, which must be re-imported. 4.3 SAMPLING FUNCTIONALITY 112. Click on Student Sampling button on the main screen to access the Student Sampling Screen. Figure 24: KQAdmin Main Screen Student Sampling 113. Student Sampling Screen will appear (Figure 25). 114. Before drawing student sample, check booklet allocation. The Book Allocation button on the Student Sampling Screen leads to a screen, which allows a range of booklets or a single booklet to be allocated to the students in the selected schools. 32

Figure 25: Student Sampling Screen 115. The Range of Booklets option is selected by default. The booklet numbers will range from 1 to 13. 116. For those countries that use Booklet UH, when sampling students from the special education schools the one booklet option should be selected. Figure 26: Book Allocation Screen 117. After the relevant option is chosen, click on Return to Previous button. 118. Double click on the school name in the left window for which a student sample is to be drawn (Figure 25). The school name will move to the right window. Once the schools for student sampling are selected, click on the button Draw Student Sample. 119. If a student sample was already drawn for a selected school, an alert message will appear on the screen (Figure 27). If you respond, Yes, KeyQuest will draw a new sample and overwrite the records in the Student Tracking Form related to this school. If you respond No, the program will not re-draw the sample for that school. 33

Figure 27: Warning message 4.4 CHANGING STUDENT TRACKING FORM LABELS 120. The Student Tracking instrument should be adapted correspondingly to the national list of study programmes. After student sample is drawn and before STF is printed, labels for STF should be modified. On the Sampling Screen (Figure 25). Click on Tracking forms button 121. The Student Tracking Form Screen will appear (Figure 28) 122. Double click on the school name(s) in the left window. The school name will move to the right window. 123. To change STF labels and list of study programmes: Select Initial report Click the Change Tracking Form Labels button Figure 28: Student Tracking Form Screen 124. Tracking Form Labels Screen will appear (Figure 29). 34

Figure 29: Tracking Form Labels Screen 125. Enter Number of study programmes as they appear in the second column of SPT (e.g. for Table 3 example this number is 2, because only two national programme names, Secondary school and Technical college are listed in this SPT). 126. To change text < Programme 1>, < Programme 2>, to the programme names which are understood by the School Coordinators and Test Administrators: Scroll down the Tracking Labels window Click on <Programme 1> <Programme 1> text appears in the New Tracking Labels window. Insert national programme name for <Programme 1> as it appears in the SPT and in SC Manuals. Continue with all other programmes if the country has more than one programme of study. Change any other text of the tracking form as required, especially for foreign language requirements. Click Return to Previous button. 4.5 PRINTING AND UPDATING STUDENT TRACKING FORM. 127. After students are sampled and the labels and study programme list are modified as required, STF can be printed. On the Student Sampling Screen (Figure 25). Click on Print Tracking Form button. 128. The Student Tracking Form Screen will appear (Figure 26). Select Initial Report to print the STF for the School Coordinator. This report will include NO data for the SEN, Inclusion, and Participation Status variables. The School Coordinator will record SEN and Inclusion information prior to the testing. 129. If TA Report is selected, then data or default values will be printed for SEN and Inclusion variables, but not for Participation Status variables 130. If Final Report is selected, then data or default values will be printed for all variables. 131. Use the Data Entry Functionality of KeyQuest to update the data contained in the STF and to record the SEN, Inclusion, and Participation Status variables. It is a requirement to update these variables before the data entry process for the test booklets and questionnaires starts. KeyQuest will use this information to check identification variables. 35

5 DATABASE ADAPTATIONS 5.1 GENERAL COMMENTS 132. PISA is an international study, where countries with very different educational systems and cultural particularities participate. Due to this diversity, there is a need for countries to adapt some instruments. At the same time, the aim of PISA, as an international study, is to have a comparable international data from all participating countries. That is why the process of verification of national adaptations is an issue of the utmost importance for the Consortium. Please refer to the Chapter 3 (Exhibit 3-1) of the PISA 2003 Main Study NPM Manual for the timeline and instructions for the preparation of national version(s) of the Main Study test instruments and survey material. 133. While planning adaptations to your national instruments try to minimise and simplify possible changes. It is important to keep in mind that National adaptations should be seen from the aspect of comparability. National adaptations even if they are necessary endanger the comparability of the international data. That is why All national adaptations MUST be documented. All national adaptations MUST be verified and approved. 134. All adaptations done in the questionnaires have important implications in terms of data cleaning and data management. For this reason, the Questionnaire Adaptations Spreadsheet (QAS) containing the description of the adaptations that you are planning to introduce in the Questionnaires, must be submitted first for approval to - <pisa@acer.edu.au>. - Only when the Consortium approves changes are they permitted be implemented in the questionnaires. 135. When adaptations to the international PISA instruments are approved, you might need to make the matching changes in KeyQuest. These changes MUST be made BEFORE data entry begins. All changes made to the structure of pre-configured KeyQuest questionnaires must be recorded on the same Questionnaire Adaptation Spreadsheets (QAS) where adaptations to the questionnaires are approved. NOTE: All countries require some adaptations to the questionnaires. However, it is important to minimize and simplify changes as much as possible. Excessive adaptations make the verification and data cleaning processes unnecessary long and hence jeopardise the projects timeline. 136. This part of the document relates to the adaptations to the KeyQuest Questionnaire Instruments for the Main Study. Particularly, we explain how to record these adaptations on the QAS. Please refer to the Chapter 5 of the KeyQuest Manual for generic features of instrument management. 36

5.2 QUESTIONNAIRE ADAPTATIONS 5.2.daptations Required by the Consortium. 137. All terms and expressions that require adaptation in every country appear in the source version of questionnaires between <clamps>, with references to explanations and translation notes attached. These are terms like <ISCED>, <Programme>, <Grade>, <Mark>, etc. Please make sure that all these terms are translated into expressions that are actually used by the students and the teachers of your country rather than into technical terms used only by specialists. We refer to the questions that contain these terms as international categories. 138. The international categories <ISCED 1>, <ISCED 2> etc. should be replaced with the designations by which the countries refer to the study levels covered by those categories. Please conform to the international classification conventions adopted by your country (and described in detail in the OECD brochure Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries, 1999 Edition, OECD). 139. The international category <grade> must be replaced with the current term used in your country to refer to the grade attended. 140. If in some or all schools the term <grade> differs from the international definition, please notify ACER about that in the <grade> section of QAS and in the SPT and give a translation of national <grade> into international terms. For example, national grade 1 (secondary school) translates into 8 th grade internationally. INTERNATIONAL DEFINITION OF <GRADE> USED IN PISA: Grade 1 is defined as the first year in ISCED 1 (Primary or Elementary Education). Any other school grade is defined as a number of years of schooling beginning from Grade 1. NOTE: It is the level of schooling that defines the grade and not necessarily the amount of time the student has spent at school. For example, a student who 'repeats' a year in school does not progress to another grade. 141. The term <mark> must be replaced with the current term used in your country. You also have a choice of options in the EC Questionnaire to collect information about students marks and a choice of variables in KeyQuest to enter them. Instructions on how to describe your choice in the relevant section of QAS is given in the Variable Modifications part of this section. 142. The international category <Programme>, meaning the Programme of Study for 15-yearold students in your country, also needs to be carefully adapted. This is explained in the Study Programme section of this document and in Chapter 5 of the PISA 2003 Main Study NPM Manual. 143. Other international categories (e. g. categories related to the language spoken at home and country of birth) also need adaptations. This is explained in the following sections. 144. When implementing such adaptations, please bear in mind that the national formulation selected for the international categories should both be easy to understand by the respondent AND, at the same time, enable the response-coding scheme to remain consistent across countries. To ensure that international categories are comparable, these adaptations must be submitted to ACER for prior approval before they are implemented. 37

5.2.2 National Options 145. It may also occur that the NPM wishes to delete or modify some items or to incorporate additional items into the School or Student Questionnaire for the purpose of national analyses. Should this be the case, please bear in mind that: All questions that the NPM may want to implement as national options must be submitted to ACER for prior approval; and The timing of the Student Questionnaire session will have to be modified accordingly, depending on the time the students will need to respond to any additional items. 146. Some of the changes in the questionnaires will need corresponding adaptations to the KeyQuest Instruments. All adaptations to the KeyQuest Instruments MUST be recorded on the QAS. The upgraded version of the QAS indicating both hard copy and software adaptations MUST be included in the data submission materials. 147. In the following sections we explain how to implement KeyQuest adaptations to the Questionnaires and how to record these adaptations on the QAS. Please refer to the Chapter 5 of the KeyQuest Manual for more generic features of instrument management. 5.2.3 Naming Convention 5.2.3.1 International Version of Questionnaires 148. All item examples in this document are taken from the PISA 2003 Main Study questionnaires. 149. An item in this section refers to any single question of a questionnaire. For example, Q3 Is your school a <public> or a <private> school? (Please <tick> only one box.) A <public> school... 1 A <private> school... 2 150. A variable in this section refers to a representation of the item in KeyQuest. For example, this item is represented by the variable named SC03Q01 in KeyQuest. The same variable names are used in KeyQuest Codebooks and in the automatically generated SPSS and SAS control files when data are exported. 38

151. A set of items with a common stem makes up a unit. For example, Q4 About what percentage of your total funding for a typical school year comes from the following sources? (Please write in a number on each row or if 0 (zero) % a) Government (includes departments, local, regional, state and national)... b) Student fees or school charges paid by parents... c) Benefactors, donations, bequests, sponsorships, parent fund raising... d) Other... Total 100% 152. A set of corresponding variables makes a unit in KeyQuest. Variables for Q4 in KeyQuest are: SC04Q01 SC04Q02 SC04Q03 SC04Q04. They formed unit SC04. 153. The naming conventions for questionnaire units and variables for the PISA 2003 Main Study are similar to the Field Trial. First two letters indicate the type of the questionnaire, SC for School Questionnaire, ST for student questionnaire, EC and IC for ECQ and ICQ International Options. The number between these two letters and letter Q matches the stem number in the international version of the Questionnaire. Thus, SC03 corresponds to Q3 of the international version of the School Questionnaire. Letter Q indicates that it is an international question, and the number at the end of the variable name corresponds to the item sequence within a stem. Thus SC04Q03 means that it is item c) within the Q4 of the international version of the School Questionnaire. 5.2.3.2 National Version of Questionnaires 154. Please DO NOT USE this naming convention when ADDING national variables for the purpose of national analyses. You can, for example, call the variable used for your national item that is inserted as the second question in the Student Questionnaire, ST02A01, indicating to us with letter A that you added this as a National Option to your Student Questionnaire and that we shall not use it for the international database. 155. However, if you MODIFY existing Q3 about <public> and <private> schools, you can either leave the original variable name SC03Q01 or use a national variable name SC03N01. If you prefer to use the original name we will rename it for you in the process of recoding. The Variable Modifications part of this section contains examples of how to record these changes on the QAS. 156. Please DO NOT USE variable names longer than 7 characters. 157. Please DO NOT CHANGE names of the international variables if they do not match the stem number in the national version of the Questionnaire. For example, leave SC03Q01 for the question about <public> and <private> schools, wherever this question appears in your national School Questionnaire. It is better to change Data Entry labels instead. 39

5.2.4 Variable Modifications 158. A majority of items in PISA questionnaires are either multiple choice questions, where only one option has to be chosen by the respondent, or multiple response questions, where many options can be chosen. There are also constructed response questions in PISA questionnaires most of which require the respondent to give a number as an answer. 159. Questions about school funding (Q4 in the previous section) are constructed response items. The question about <public> and <private> schools (Q3 in the previous section) is a multiple choice item. On the other hand, Q12 is an example of a multiple response item. Q12 Does your mother have any of the following qualifications? (Please <tick> as many boxes as apply.) Yes a) <ISCED 5A, 6>... 1 b) <ISCED 5B>... 1 c) <ISCED 4>... 1 160. Item formats in questionnaires do not always match variable types in KeyQuest. This section describes variable types that are used for KeyQuest Questionnaire instruments, how different item formats are represented in the KeyQuest database by different variable types, how the variable type might need to be changed when adapting items and how these changes have to be recorded on the QAS. 5.2.4.1 Multiple Choice Variables for Multiple Choice Items 161. Multiple choice items are those where there is a single stem and a set of mutually exclusive options from which a respondent selects one value. 162. Multiple choice variables correspond to multiple choice items when the number of options is less than eight. For example, the legitimate values to a 2-option multiple choice variable SC03Q01 are 1;2;n;8;9 where 1, is used for <public>, 2 for <private>, 8 is used for invalid multiple-response, 9 for missing response, and n for those cases when item could not be accessed by the respondent. 163. This item requires some adaptations, since it contains <clamps>. However, not all adaptations of the questionnaires require adaptations of Key Quest. The example in Table 6 shows an adaptation of the item that does not require adaptation of the variable. 164. The example in Table 7 shows an adaptation of the same item that does require adaptation of the variable. In particular, it requires adaptation of the Valid Codes and Value labels. This can be done by modifying the existing variable. The variable name in this case stays the same while you are entering data. In the process of data cleaning at ACER, this variable will be renamed into the SC03N01 and placed into separate file for the national analysis. In the international database it will be replaced with the recoded international variable SC03Q01. 40

165. However, if you prefer to change variable name, it should be shown on the QAS as in Example in Table 8. In this case you have to create variable SC03N01, add it to the instrument, and delete variable SC03Q01 from the instrument. 166. Please refer to KeyQuest Manual Chapter 5 on how to change Valid Codes and Value labels, create new variables, add and delete variables to the instruments. 41

Table 6 Adaptation to the item that does not require adaptation to the variable Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval Q3 Is your school a <public> or a <private> school? SC03Q01 SC03Q01 government or nongovernment approved A <public> school 1 government A <private> school 2 non-government Table 7 Adaptation to the MC item (original variable name) Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval Q3 Is your school a <public> or a <private> school? SC03Q01 SC03Q01 Type of school approved A <public> school 1 1 Government school A <private> school 2 2 Catholic school A <private> school 2 3 Independent school Table 8 Adaptation to the MC item (national variable name) Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval Q3 Is your school a <public> or a <private> school? SC03Q01 SC03N01 Type of school approved A <public> school 1 1 Government school A <private> school 2 2 Catholic school A <private> school 2 3 Independent school 42

5.2.4.2 Vector Response Variables for Multiple choice Items 167. If, the multiple choice items contain more than eight options, then Vector Response variables of Width 2 and Length 1 should be used. This will allow you to use up to 96 options. Normally, multiple choice items contain less than 96 options, so appropriate values should be entered in the Valid Codes field to restrict data entry errors. It is also helpful to assign Value Labels for each of valid codes if possible. Vector response variables are also used for other type of items. NOTE: For a Vector Response variable, WIDTH refers to the number of characters expected for each component (default=1), and LENGTH refers to the number of components that make up the response (default=2). The Width for each component must be the same. 168. The Edit/Create Variable screen shows an example of multiple choice item created as a vector variable. Table 9 shows how adaptations to the Q16 would be recorded on the QAS. Figure 30: Edit / Create Variable Multiple choice Item as Vector Variable 169. It is strongly recommended that those countries that has a diverse migrant population and are interested in analysing ethnic data based the selection of categories for Q15a and Q16 of the Student Questionnaire on statistics about the origin of immigrants in a country. This list of countries should cover where the majority of students come from. ISO codes also should be provided for the chosen list of countries in the Q15a (Table 10) 43

Table 9 Example of adaptation to the Q16, language spoken at home Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval Q16 What language do you speak at home most of the time? ST16Q01 ST16N01 Q18 Approved <Test language> 01 01 English <Other official national languages> 02 02 An Indigenous Australian language <Other national dialects or languages> 03 <Other language 1> 04 03 <Other language 2> 05 04 <Other language 3> 06 05 Other languages 07 12 06 07 08 09 10 11 Italian Greek Cantonese Mandarin Arabic Vietnamese German Spanish Tagalog (Filipino) Other (please specify) National dialects does not exist 44

Table 10 Example of adaptation to the Q15a, country of birth. Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval Q15a In what country were you and your parents born? a You ST15Q01 b Mother ST15Q02 c Father ST15Q03 ISO <Country of test> 01 01 995 Zedland <Country A> 02 02 380 Italy <Country B> 03 03 250 France <Country C> 04 04 724 Spain 05 792 Turkey 06 035 South-Eastern Asia 07 015 Northern Africa 08 151 Eastern Europe Other country 05 09 996 Other Note that sometimes, geographical regions are more convenient categories than countries. The modified list of ISO country codes and geographical regions, which will be used in PISA 2003 Main Study is provided in Appendix 2. The original information can be found on the United Nations Statistics Division WEB site http://unstats.un.org/unsd/methods/m49/m49regin.htm 45

5.2.4.3 Multiple-Response Items 170. Multiple response items are those where there is a single stem and a set of options from which a respondent selects as many values as is appropriate (e. g. Q12 about Mother s tertiary qualifications). 171. There are two ways to represent a multiple-response item in KeyQuest. The first way is to design a set of multiple choice variables each of which will have only two valid options available: 1 Tick; tick. In addition invalid (8) and not applicable (n) values should be assigned to each variable. 172. Each additional option for such an item requires an additional variable of the same type. Table 11 shows how to record this type of adaptation on the QAS, where two national variables are to be recoded into one international variable. 173. Table 12 shows how to record this type of adaptation on the QAS if the additional national variable is a National Option and will not be used on the international database. The same way any national variables that are not used for international recoding should be showed on the QAS. 174. Another way is to design a single vector response variable of Length 1 and Width equal to the number of components that make up the maximum available number of responses. The Edit/Create Variable screen shows an example of the multiple-response item created as a vector variable. Figure 31: Edit / Create Variable Item With Length 1 and Width 4 175. A proposal for adaptation of this variable is shown in Table 13. If an option is added for such an item a change of the variable Width is required. As the recoding is cumbersome, and adaptation is not considered to be necessary, it is not recommended. 46

Table 1daptation to the multiple-response item created as a number of variables Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval Q12 Does your mother have any of the following qualifications? a <ISCED 5A, 6> ST12Q01 ST12Q01 University degree or postgraduate qualification b <ISCED 5B> ST12Q02 ST12Q02 Tertiary technical qualification <ISCED 5B> ST12N02 Tertiary nursing qualification <ISCED 5B> Post-secondary technical c <ISCED 4> ST12Q03 ST12Q03 college <ISCED 4> Tick 1 No tick 2 ST12N03 Post-secondary art school <ISCED 4> Table 12 Adaptation to the multiple-response item that requires additional national variables Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval Q4 Who usually lives at <home> with you? a Mother ST04Q01 b Other female guardian (e.g., stepmother or foster mother) ST04Q02 c Father ST04Q03 d e Other male guardian (e.g., stepfather or foster father) ST04Q04 Others (e.g. brother, sister, cousin, grandparents) ST04Q05 Tick 1 No tick 2 ST04A05 Not Applicable 47

Table 13 Adaptation of the multiple-response item created as a vector Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval Q27 a In your school, which of the following <bodies> exert a direct influence on decision making about staffing, budgeting, instructional content and assessment practises? Regional or national education authorities (e.g. inspectorates). SC27Q01 Staffing Budgeting Instructional content Assessment practises Other Not approved Tick 1 No tick 2 48

5.2.4.4 Numeric Response Variables for Short Format Items 176. The Numeric Response variable type refers to variables for which the legitimate values are numbers. For Numeric Responses, the Value Labels, Item Scores and attributes are available but the Valid Codes, Length and Width attributes cannot be set. 177. For Numeric Responses, neither Value Labels nor s are automatically generated. They can however be manually specified. In Figure 32, an example of a for a numeric response is shown. This particular rule allows entry of values between 0 and 60 (inclusive), which is the range of valid responses to this item. It also allows entry of 997, 998 and 999, which are used, in this case, to indicate missing or invalid data. Figure 32 Example For A Numeric Response 178. It is recommended that validation rules are adjusted to the national needs. For example, if the number of <class periods> a student spends in Mathematics can t be less than 2 or more than 12, the validation rule should be changed to Between 2 and 12 or 997 or 998 or 999, where 997 indicates that student did not have access to the question, 998 indicates that student wrote invalid response, and 999 indicates blanks. Table 14 shows how to record this adaptation on the QAS. 179. When adjusting validation rules please DO NOT change values for MISSING DATA. 5.2.4.5 List Based Response Variables for Open Constructed Format Items 180. There are a few variables that are defined as the List Based Response. This means that only codes from the certain list can be entered. The list of ISCO codes is included in the instrument ISCO CODES. If a particular code has to be added to fit the professional categories in your country, it will be necessary to add this code by using the Data Entry functionality of KeyQuest. All such changes should be approved by the International Project Centre and described in QAS. Details on how to code the occupations are given in the section Coding Occupations. 5.2.5 Removing Items from the Questionnaire and Changing the Order of Items. 181. When planning your adaptations, it is important to keep as many international variables as possible. However, if some realities do not exist in your country, than clearly, the item should be removed. It is strongly recommended to delete corresponding variable from KeyQuest as well. Refer to KeyQuest Manual on how to delete or add items to the KeyQuest Instruments. Table 15 shows how it should be recorded on the QAS. 182. However, if for some reason you prefer to keep variable in the database, then code for not applicable should be entered for each record in the database for this variable. Table 16 shows how this case should be recorded on the QAS. 49

Table 14 Adapting open format item created as a numeric variable Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval Q35b In the last full week you were in school, how many <class periods> did you spend in <Mathematics>? ST35Q02 In the last full week you were in school, how many <class periods> did you spend in <Mathematics>? Between 2 and 12 or 997 or 998 or 999 approved Table 15 Removing items from the questionnaire and KeyQuest. Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval <Q7 In your last school report, what was your mark in Mathematics? EC07Q01 Deleted Deleted <Q7 In your last school report, how did your <mark> in Mathematics compare with the <pass mark>? EC07Q02 At or above the <pass mark> t or above the 3 Below the <pass mark> elow the 3 In your last school report, how did your <mark> in Mathematics compare with 3? The range of marks is 1-5 With 3 being a pass mark, 4&5 above. approved Table 16 Removing items from the questionnaire but not from KyQuest. Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval <Q7 In your last school report, what was your mark in Mathematics? EC07Q01 997-N/A Deleted <Q7 In your last school report, how did your <mark> in Mathematics compare with the <pass mark>? EC07Q02 At or above the <pass mark> t or above the 3 Below the <pass mark> elow the 3 In your last school report, how did your <mark> in Mathematics compare with 3? The range of marks is 1-5 With 3 being a pass mark, 4&5 above. approved 50

5.2.6 Saving the Instrument 183. After changes to items are made, they have to be allocated to the instruments. Use Edit / Create Instruments (Figure 34) functionality of KeyQuest for that purpose. See KeyQuest Manual for more details. 184. After allocating the items to an instrument, ordering them and setting labels and the Primary Key, select the Save and Return button. KeyQuest will then generate the data entry screen for this instrument. The process of generating a data entry screen can take a little time particularly if the instrument contains a large number of variables so please be patient. 185. You can discard all your changes to instrument at any time. Just press the button Discard and Return to Previous. Even when you press Save and Return to Previous you will be asked if you want to save changes or not. And you can discard even at this point. 6 ENTERING DATA. 6.1 KQADMIN AND KQENTRY 186. Both KQAdmin or KQEntry can be used to enter data for an instrument. While KQAdmin allows the data manager (or administrator) to change the settings of KeyQuest as well as the structure of any instrument included in the package, KQEntry limits the Operator to data entry it does not permit changes to be made to any settings or to the structure of the instruments. 187. It is recommended that the Data Entry Operator (DEO) uses KQEntry. To prepare KQEntry for the DEO, select the Enter Data function from the KQEntry Management screen illustrated in Figure 32. Figure 32: KQentry Management Screen 188. You will then be required to select an instrument, as shown in Figure 33. It is highly recommended that the numeric keypad be used for entering data. The NumLock key must be selected for the keypad to work. 51

Figure 33: Screen For Selecting An Instrument 189. Alternatively, when using KQAdmin select Enter Data function from the KQAdmin Main Screen. This screen is illustrated in Figure 34. Figure 34: Main Screen of KQAdmin 190. When entering data in KeyQuest for some of the variables the insertion point will move to the next field automatically, for others the Enter or Tab keys should be used to move the insertion point to the next field. This depends on the type of the variable (see KeyQuest Manual Chapter 5 for the nine different variable types). 191. For the following variable types: Multiple Choice, Coded Response, Vector Response and Set Response, KeyQuest will automatically advance to the next field when the expected number of characters have been entered. 192. For the String Response, Numeric Response, Numeric Vector Response, and Numeric Set response use the Enter or Tab keys to advance to the next field as there is no defined variable length. 193. In KeyQuest version 2.2 Data Entry screens have different coloured labels for a different types of variables. The colours are assigned as follows: Multiple Choice, Coded Response, Vector Response, and Set Response YELLOW String Response- BLUE Numeric Response, Numeric Vector Response, and Numeric Set-WHITE 194. For example, The School Name label in Figure 35 is in blue, meaning you must press enter to move to the next field. StID Strata in Figure 35 is a field that requires two 52

characters and has a yellow label, so after two key strokes the insertion point will move on to the StID School field automatically. Label is in blue Label is in yellow Figure 35: The Data Entry Screen for Booklet 1 page1 195. Apart from string type variables, data entry is compulsory for every type of KeyQuest variable. If entry for a variable is compulsory then a code must be entered it cannot be left blank. In PISA 2003 string variables were used for the student name and school name. For String variables data entry is optional. This means that String variables do not have Missing codes and can be left blank (more information about Missing codes is provided in the next section). Figure 36: Status bar for School Name Variable 196. In general if a student did not provide any answer, when he/she is expected to do so, the DEO should use the appropriate Missing code. 197. If the insertion point is in a field other than a string field, it will not be possible to leave that field unless a legitimate code is entered. If a field is skipped, for example, through the use of the mouse, then the s will be applied when KeyQuest saves the record. KeyQuest will attempt to save the record and if there are compulsory fields that are left blank, KeyQuest will not allow the DEO to leave the record. It is recommended that the DEO always use Missing value codes instead of leaving compulsory fields blank. 6.2 CODING VARIABLES 6.2.1 The Structure of Student and School Identification 198. In PISA the full student identification consists of three parts. A stratum-id (StID Strata) consisting of 2 digits, a school-id (StID school) consisting of 3 digits and a student-id (StID Student) consisting of 5 digits. The school-id must be unique within a stratum and the student-id must be unique within each school. 53

199. The combined stratum-id and school-id form a unique identifier for the school. In the data entry software these two variables form the Primary Key for the School Questionnaire and the List of Schools. 200. The combined stratum-id, school-id and student-id form a unique identifier for the student. In the data entry software these three variables form the Primary Key for the test booklets, tracking form and the student questionnaires. 201. It is a PISA requirement that this structure is used in data submitted to the International Project Centre. If you do not use explicit stratification then use a stratum-id of 00 for all records. If you do not need 3 digits for the school-id, pad the school-id with leading zeroes. If you do not need 5 digits for the student-id, pad the student-id with leading zeroes. Five digits have been provided so that, where useful, countries can use additional identifiers such as language codes or booklet codes as part of the ID. 6.2.2 Missing, Invalid, and Not Applicable Codes 202. Three different codes are provided for dealing with missing data: Missing codes: 9 for one-digit variable, 99 for a two-digit variable,, 99999 for a fivedigit variable. As a rule, for numerical variables, the Missing code is 999. Only ISCO codes have missing values 9999. Missing codes are not used for multiple response items. If all parts of the multiple response item are equal 2 (No tick), then all of them be recoded into 9, e.g. 2222 will be recoded into 9999. All Missing codes are given in the codebooks. The Missing code should be used only if the student was expected to answer but did not put any marks on the paper. Invalid codes: 8 for one-digit variable and for each component of one-digit complex multiple-response variable, 98 for a two-digit variable,, 99998 for a five-digit variable. As a rule, for numerical variables, the invalid code is 998. However ISCO codes have invalid codes 9998. All invalid codes are given in the codebooks. For multiple choice and complex multiple choice items, invalid codes are used in case of multiple responses. For open directly entered items, these codes are used for responses that are outside of the valid range of the validation rule. For instance, if the validation rule is Between 0 and 60 or 997 or 998 or 999 and students response is 65 or - or Don t know, then code 998 should be entered. Invalid codes are NOT used for coded responses. Not applicable codes: n for one-digit variable, and for each component of one-digit complex multiple response, 97 for two digit variables,, 99997 for five-digit variables. As a rule, for numerical variables, the not applicable code is 997. However ISCO codes not applicable code 9997. This code should be used when it was not possible for the student to answer the question. For instance, this code typically is used if a question is misprinted or if a question is deleted from the questionnaire but the variable was not dropped from KeyQuest. 6.2.3 Date and Time Variables 203. In PISA instruments all date variables consists of three or two parts: Day/Month/Year or Month/Year. Each part of these variables consists of 2 digits 204. For example, if student was born 1/2/1986, then in all booklets and questionnaires his/her date of birth should be entered as 01 02 86, in the Student Tracking Form it should be entered as 02 86. 54

205. If a student s response in any part of the date is invalid, the DEO should record it as 98. If one of the responses is Missing, 99 should be entered. If it is not applicable, 97 should be entered. 206. As the PISA population definition based on age, no uncertainties regarding the student s date of birth are allowed. All Missing values in the Student Tracking instrument should be checked prior to submission the data to the ACER and verified either from school, or from the student s Test Booklet and Questionnaire. 6.2.4 Names 207. All name (e.g. School Name) variables in all PISA instruments are optional. They can be left blank, no Missing values required. 6.2.5 Marker Identification Variables 208. Marker identification must be entered into KeyQuest for multiple marking but is also recommended for single marking. 209. A number of three-digit Marker ID variables for different domains are provided in KeyQuest. These variables are: Marker_M for Mathematics, Marker_S for Science, Marker_P for Problem Solving, and Marker_R for Reading. These variables can be used for both specialised markers, and for markers, who mark different domains. 210. The first digit of the Marker ID variable must be as follows Mathematics 1 Problem Solving 5 Reading 2 Mathematics / Problem Solving 6 Science 3 Mathematics / Science / Problem Solving 7 Mathematics / Science 4 Science / Problem Solving 8 211. One Marker ID variable is provided for all reliability booklets. 212. The number of Marker ID variables for a booklet depends on the number of different domains included in it. Booklet 1 to Booklet 6 will have two Marker ID variables. Booklets 7, 8, and 10-13 will have three Marker ID variables. Four variables is provided in the Booklet 9 and Booklet UH. 213. If the same markers mark mathematics and science materials or mathematics and problem solving, or all of them, then some of the Marker ID variables are not required. In this case, the extra Marker ID variable(s) should be dropped from KeyQuest or coded as not applicable - 997. For example, if Mathematics, Science, and Problem Solving domains are marked by the same marker, then booklets 3-6 and 12-13 need only the Marker_M variable and the first digit of it is 7. Booklets 1, 2, and 7-11 in this case need two Marker ID variables Marker_R and Marker_M. 6.2.6 Test Item Variables 214. For multiple choice items the letters A to E are entered as the numbers 1 to 5 respectively. Multiple-responses are coded as 8 (Invalid), non-response should be coded as 9 (Missing) and not applicable should be coded as n (N/A). 215. For the majority of complex multiple choice questions (for example, a sequence of TRUE/FALSE or YES/NO responses), the first alternative on each line is coded 1, the second alternative is coded 2 and so on. Multiple-responses on each line are coded as 8, non-response on each line should be coded 9 and not applicable on each line should be coded as n. Note that the responses should be entered row by row, with one response per row. 216. Some complex multiple choice items in the Test Booklets are NOT a sequence of TRUE/FALSE, YES/NO, or similar sequence of choices. These items are: 55

Cubes Q1 M145Q01 Each number written by student should be entered directly in order a, b, c, d, e, f. If number is larger than, 6 code 8 Invalid should be entered, if number is missing, code 9 should be entered, if item is misprinted or missing from the booklet, codes n should be entered. Containers Q1 M192Q01 Codes 1, 2, 3, 4, 5, or 6 instead of letters A, B, C, D, E, F, respectively should be entered for each of three choices. If something different from A, B, C, D, E, F, is written, code 8 Invalid should be entered. If response is missing, code 9 should be entered, if item is misprinted or missing from the booklet, code n should be entered. Pipelines Q1 M273Q01 Codes 1, 2, 3, or 4, instead of letters X, N, Z, H, respectively written by students for each of FOUR choices should be entered as a four-digit number. If something different from X, N, Z, H, is written, code 9998 Invalid should be entered. If response is missing, code 9999 should be entered, if item is misprinted or missing from the booklet, codes 9997 should be entered. Seeing the Tower Q1 M833Q0 number 1, 2, 3, 4 circled by student or 5, if student circled more than 4 option should be entered for each row of the table. Multiple-responses on each line are coded as 8, non-response on each line should be coded 9 and not applicable on each line should be coded as n. 217. Items that should be directly entered by the DEO as numeric variables are listed below. The DEO should directly enter the student s response if the student s response is within the valid range of the validation rule. If the student s response is outside this range, including irrelevant answers, the DEO should enter 998. If the response is Missing, 999 should be entered. If it is not applicable, 997 should be entered. Bricks Q1 M034Q01 Choices Q1 M510Q01 Cube Painting Q1 M144Q01 Staircase Q1 M547Q01 Cube Painting Q2 M144Q02 Number Check Q2 M603Q02 Cube Painting Q4 M144Q04 The Best Car Q1 M704Q01 Car Drive Q1 M302Q01 Labels Q1 M803Q01 Room Numbers Q1 M434Q01 Step Pattern Q1 M806Q01 Fence Q1 M464Q01 Bicycles Q1 M810Q01 Science Tests Q1 M468Q01 Bicycles Q2 M810Q02 Bookshelves Q1 M484Q01 Library System Q1 X402Q01 218. For pre-coded items, enter the choice circled by the marker. 219. The connection between all possible for the Main Study 2003 PISA Test Item Types and the summary of Data Entry Requirements for them are shown in Table 17 56

Table 17 PISA Test Item Types and Data Entry Requirements Item type Nature of item Data Entry Requirements multiple choice Standard 'choose one' from a set of letters A to E are entered as the given answers numbers 1 to 5 respectively complex multiple choice Series of choices, as described above. the first alternative on each line One answer to be chosen for each is coded 1, the second is coded closed constructed or short response (not marked) closed constructed or short response (marked) open constructed response 6.2.6.1 Special scoring element in the series Short numerical response, with clear-cut correct answer Short written or numerical response, with clear-cut correct answer Longer written response, (e.g. 'explain your answer') or requirement to show work 2 or as described above directly entered as numeric, if not marked the code circled by marker is entered the code circled by marker is entered 220. For each test item, except a few which are listed in the next paragraph, scoring is provided in KeyQuest. Scoring is necessary for School Reports. The KeyQuest scoring is based on Unit information rather than on Marking guide information because Marking Guides contain only items that should be scored by Markers, while Unit information contains the scoring scheme for all items. Unit information is placed on the secure PISA Web site (http://pisaweb.acer.edu.au/secure_index.php). 221. Test Items, that are not scored in KeyQuest The Best Car Q2 Exchange Q6A Optician Q2 example M704Q02 R111Q06A R227E02 Due to infinite set of correct answers, scored when data is recoded Provide information for the scoring of the item Exchange Q6B The part of the complex multiple choice item, which shows, how to circle the answer. 222. Test Items, that are entered directly and scored in KeyQuest as complex multiple choice: Skateboard Q1 M520Q01 Skateboard Q3 M520Q03. 6.2.7 Background Variables in the Questionnaires 223. Multiple choice items have a different subscript number affixed to the box that respondents use to record their answers upon the questionnaire form. Use this subscript number to code the data. For missing data: if all boxes are left unmarked, the code 9 should be entered for invalid double entry, the code 8 should be entered if the question is not applicable, n should be entered For example, in the student questionnaire, the question, asking about the sex of the respondent, the number 1 should be used if the first (female) box is ticked, and the number 2 should be used if the second (male) box is ticked. If both boxes are left unmarked the code 9 should be entered, and if both boxes are ticked, the code 8 should be entered 224. Multiple response items have the subscript 1 affixed to all boxes that respondents use to record their answers upon the questionnaire form. Use 1 to code the option that is ticked and 2 to if the option is not ticked. 57

For invalid entries, the code 8 for each box should be entered. If the question is not applicable, n for each box should be entered. For example in the Main Study School Questionnaire, for the question asking about <Mother s tertiary qualifications> (Q12, p. 7), 2 1 2 should be entered if only box for option b), is ticked. If the question is not applicable, n n n should be entered. 225. A number of the questionnaire items have a constructed format where the respondent is required to give a number or some other written response (e.g. names). For these questions the DEO should enter the value written by respondent. For most of numeric items, code 999 if there is no answer, code 998 if the answer is invalid, and 997 if the item is not applicable. 226. There are a few constructed format items that corresponds to the List Based Response variables. This means that only codes from the certain list can be entered. All this items related to occupational data. The list of ISCO codes is included in the instrument ISCO CODES. 6.2.8 Coding Occupations 6.2.8.1 Occupational Questions 227. The Student Questionnaire contains constructed questions that require coding to ISCO-88. These questions are: Q7 What is your mother s main job? (e.g., <school teacher, nurse, sales manager>) (If she is not working now, please tell us her last main job.) Please write in the <job title>. Q8 What does your mother do in her main job? (e.g., <teaches high school students, cares for patients, manages a sales team>) Please use a sentence to describe the kind of work she does or did in that job. Q9 What is your father s main job? (e.g., <school teacher, carpenter, sales manager>) (If he is not working now, please tell us his last main job.) Please write in the job title. 58

Q10 What does your father do in his main job? (e.g., <teaches high school students, builds houses, manages a sales team>) Please use a sentence to describe the kind of work he does or did in that job. 228. In addition to that, the Educational Career Questionnaire also contains constructed questions that require coding to ISCO-88. It is Q8. 229. The first two questions are used together to produce the ISCO-88 for mother s occupation, the third and fourth questions are used together to produce the ISCO-88 code for father s occupation and the last question is used to produce the ISCO-88 code for the student s expected occupation. 230. There is only one four-digit code required for the first two questions. Answers from either question may be used to generate an occupational title code that classifies the mother s main job. If more than one job is listed, select the first job. The same rule applies for the third and fourth questions and for the Q8 of the Educational Career Questionnaire. 231. In the following we describe a recommended procedure for undertaking this coding. If you have any additional queries about coding these questions please contact Wolfram Schulz at the International Project Centre at schulz@acer.edu.au. 232. The procedure that is recommended requires that the information from the above questions be transferred from the questionnaires into a database or spreadsheet. The electronic version is then used for coding to ISCO-88. 233. This approach is recommended because it: saves time and money as the keying can be done by clerical workers and sorting the files can assist in simplifying coding; is easier to maintain consistency; is easier to use multiple coders, supervise and check the coding; makes it much more difficult to use circumstantial evidence (in particular parental education) to code occupations. For instance, in some countries it is customary to use someone s education as an indicator of the skill level of his/her occupation. This practice is incorrect, as it mixes up different components of social status. 6.2.8.2 Keying the Information of the Constructed Occupational Questions 234. Transfer all the information from the questionnaires into a database (or spreadsheet) format, which allows for: (a) strings of extended and variable length; and (b) sorting the information alphabetically and numerically. 235. In KeyQuest we have prepared the instrument Occupation for this purpose. You can enter data into this form and then export in Excel format so that the data can be processed as described below. Alternatively you can enter the data directly into Excel. If you are entering data directly into Excel then you should enter the same fields as have been defined in the KeyQuest instrument. 236. When entering the occupations from the questionnaires allow some freedom for the data entry persons to remove irrelevant information (e.g. my father was a ) as well as reordering the information in such a way that the crucial part of the description appears first, for example change my mother works in my father s shop to shop clerk vegetable store. This will make alphabetic sorting more helpful when coding. 59

6.2.8.hoice of the Occupational Classification 237. The standard detailed occupational classification to be used in the PISA project is the ISCO-88 job titles modified by H.B.G. GANZEBOOM. This job titles list contains just a few modifications to the International Standard Classification of Occupation 1988 [ISCO- 88] of the International Labour Office (ILO 1990). 238. Here is the list of the modifications introduced by H.B.G. GANZEBOOM. Specifications in brackets were added, because the official ISCO88 titles are likely to confuse many users. Category 1310 ( [Small Enterprise] General Managers ) is predominantly composed of persons previously classified as wholesale-retail owners, but one might not have guessed this from the title General Manager and might have assumed that these are somehow senior to others who are called Department Managers. It is more convenient to reliable General Managers as [Small Enterprise] General Managers and Department Managers as [Large Enterprise] Department Managers. He also changed the logic by which military titles are represented. ISCO 88 treats Members of the Armed Forces as an undifferentiated major group, 0000. He has distinguished several categories of armed forces personnel, integrating them with similar civilian occupations: he treat ordinary soldiers (5164) as a sub-species of the minor group Protective Services Workers (5160), subaltern officers (3452) as a sub-species of the minor group Police Inspectors and Detectives (3450), and higher officers (1250-1252) as a sub-species of the sub-major group managers (1200). He has expanded the category Secondary Teacher (2320) to distinguish two subcategories that differ substantially in their status and that often are distinguished in national classifications: academic teachers (2321) and vocational teachers (2322). He has changed Traditional Chiefs and Heads of Village (1130) to cover all local, as opposed to national, officials. He distinguished Oilers and Greasers from other mechanics and fitters, on the ground that oilers and greasers are much less skilled, by adding a category: (7234) Oilers and greasers. Other additions provide codes for very broad categories that sometimes appear in respondents self-descriptions as well as in the cruder national classifications. These are: (1240) office managers, (7510) Non-farm manual foremen and supervisors, (7520) Skilled workers/artisans, (7530) Apprentices, (8400) Semi-skilled workers. 239. ILO has available translations of the ISCO-88 manual in English, French and Spanish. Get a copy of one of these but don t forget to reflect the modifications introduced by GAZENBOOM. 240. Furthermore, five additional codes are provided: 9501 for housewife 9502 for student 9503 for social beneficiary 9504 for I don t know 9505 for vague. 241. There are three ways to code your data into ISCO. The first two are strongly preferred: directly using an ISCO manual or a translation. by using a detailed national classification AND CONVERTING this classification into ISCO. Please do not import data coded by national classification into KeyQuest, it will not except invalid codes. using the ISCO job titles as given in the codebook manual. 242. Valid reasons for preferring a detailed national classification and converting these into ISCO-88 later may be: 60

There is no ISCO manual or translation available in your country/language. Translating the full manual yourself is out of the question, and translating only the job titles may not be sufficient, since the coders will need additional information. If you have coders available who are well trained in using another detailed and well documented occupational classification. If you feel that adding a national classification to your data may make the data much more useful for local analysts. 243. If you choose a detailed national classification for your coders to work from, make sure that it is at least as detailed as ISCO-88 (which has 309 occupational titles at its finest four digit level). Most classifications used by national census agencies will fit this criterion. However, there is no need to go to a much more detailed level. 6.2.8.4 Submitting Occupational Data 244. The preferred method for submitting data is for the ISCO codes to be entered into the occupation field in the Student Questionnaire instruments in KeyQuest. 245. ACER, however, accept submission of Excel, CSV or fixed-width text files provided they contain the following five fields: Full Student ID (i.e. stratum, school, student), the person (mother, father, self) and the 4-digit ISCO code. Regardless of the coding methodology used, it is each COUNTRY S RESPONSIBILITY to submit occupational data to the International Project Centre in the ISCO-88 format 61

6.2.9 Entering the <Mark> Information 246. In PISA there are two versions of the <mark> question available for the Educational Career Questionnaire: First Version: <Q7 In your last school report, what was your mark in Mathematics? > Second Version: <Q7 In your last school report, how did your <mark> in Mathematics compare with the <pass mark>? (Please <tick> only one box.) At or above the <pass mark>... 1 Below the <pass mark>... 2 > 247. There are also two versions of KeyQuest variables available for data entry for this questions a numeric variable is designed for those countries that use the first version of the question and a multiple choice variable is designed for those countries that use the second version of the question 248. NPMs have to indicate which version of the <Mark> question was used and if the first version was used, also have to provide information on the range of marks in the country and what part of this range is at or above the pass mark. 249. Tables 19 and 20 are examples of how to provide <Mark> information in QAS 250. The nominal option is used if the country provides data collected with the question that asks whether the students mark is At or above the <pass mark>, and Below the <pass mark>. This variable is not recoded. Data collected through the numeric format question are not recoded if less than 8 categories were provided but is recoded into percentage (additional numeric variable in the international data base) if more than 7 categories were provided. 62

Table 19 Numeric <Mark>information in QAS. Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval <Q7 In your last school report, what was your mark in Mathematics? EC07Q01 Comment: Range 1-5, 1 is below the pass mark, 2-5 at or above pass mark <Q7 In your last school report, how did your <mark> in Mathematics compare with the <pass mark>? At or above the <pass mark> 1 Below the <pass mark> 2 EC07Q02 Deleted Deleted approved Table 20 Categorical <Mark> information in QAS. Q_Int English version N_Int N_XXX Lab_Int Lab_XXX Q_XXX National version Translation of the national version Justification for proposed changes Queries/Approval <Q7 In your last school report, what was your mark in Mathematics? EC07Q01 Deleted Deleted <Q7 In your last school report, how did your <mark> in Mathematics compare with the <pass mark>? EC07Q02 At or above the <pass mark> t or above the 3 Below the <pass mark> elow the 3 In your last school report, how did your <mark> in Mathematics compare with 3? The range of marks is 1-5 With 3 being a pass mark, 4&5 above. approved 63

7 CLEANING PROCEDURES 251. This section describes the Data Cleaning Procedures that will be implemented during the Main Study of the PISA 2003 project. Due to the public nature of the reports, the data cleaning process cannot maintain dubious records in the data files. One of the ways to deal with uncertainty is to delete the records but these deletions will affect the student participation rate because these records will be considered as absent students and decrease overall participation rate. Therefore, the International Study Centre at ACER tries to correct as many inconsistencies encountered in the national database as possible by reporting all errors to the National Centre and by requesting additional information. 252. However, some inconsistencies could be resolved by the country prior to submission of the data. When the data entry process is finished, the NPM is required to run the KeyQuest Validation Checks that are listed in the next section. These reports should be submitted together with the data. 7.1 VALIDATION CHECKS REQUIRED FROM THE COUNTRY 253. General information on how to perform cross-instrument validation checks is given in Chapter 6 of the KeyQuest Version 2.1 Manual. This chapter describes validation reports that must be prepared and submitted with your data to the International Project Centre. 254. If data are entered using a single copy of KQdata.mdb then it will not be possible to enter duplicate records for an individual booklet. If multiple copies of KQdata.mdb have been used then duplicate records for an individual will be identified when the data are being consolidated for return to the International Project Centre. However, during data entry it is not possible for KeyQuest to identify cross-instrument ID duplications. Reports 1 7 identify cross-instrument duplications. 255. If these reports show inconsistencies then the errors should be rectified and the reports regenerated before submission to the International Project Centre. 256. It is recommended that problems identified by one report should be rectified before running another report. It is also advised that the checking procedures be performed in the same order as they are presented in this chapter. 7.1.1 Report 1: List of Schools School Questionnaire Consistency 257. Select the Validity Checks from the Main Screen. To produce this report: Select List of Schools and School Questionnaire and move these instruments to the right window. Then click on Next. Double click on Stratum ID and School ID. These two variables will move from the left window to the right window. Select Records occurring ONCE ONLY (List) and then click on Next. From the left window of the Select other variable if necessary screen, double click on School Participation Status. This variable will appear in the report. Click on Produce Report. 258. All schools which are recorded in only one of the two instruments will be listed on this report. Nevertheless, not all schools listed in this report represent errors in the database. If the school has a record in the List of Schools but not in the School Questionnaire, the School Participation Status must be equal to 1 (i. e. the school participated) to be considered as an error or as error possibility. Check whether the school returned the school questionnaire. If the school has a record in the School Questionnaire but not in the List of Schools, check the school identification in the School Questionnaire. 64

7.1.2 Report 2: Duplicate Booklets 259. Select the Validity Checks from the Main Screen. To produce this report: Select Booklet 1 to Booklet 13 and move these instruments to the right window. Then click on Next. Double click on Stratum ID and School ID and Student ID. These three variables will move from the left window to the right window. Select Records occurring MORE THAN ONCE (List) and then click on Produce report. 260. Any record listed in this report indicates a primary key duplication across the test booklets. Check carefully with the student tracking form to identify the correct record. Remove the incorrect record. 7.1.3 Report 3: Tracking Form Booklet Consistency 261. Select the Validity Checks from the Main Screen. To produce this report, Select Booklet 1 to Booklet 13 and the Student Tracking Form and move these instruments to the right window. Then click on Next. Double click on Stratum ID and School ID and Student ID. These three variables will move from the left window to the right window. Select Records occurring ONCE ONLY (List) and then click on Next. Click on Produce Report. Participation status variables for cognitive sessions (original and make-up sessions) will be automatically added and it is impossible to remove these variables. It is not necessary to add any other variable. 262. Any record listed in this report indicates: a record that is NOT on the Tracking Form but does have a booklet OR a record that is on the Tracking Form but for which there is NO booklet. 263. Students who were absent for the original session and/or for the make-up session and excluded students will not be listed in the report. Note that the participation status will be defined based on the two participation status variables assigned to the cognitive sessions. 7.1.4 Report 4: Tracking Form Questionnaire Consistency 264. Select the Validity Checks from the Main Screen. To produce this report, Select the student questionnaires data entry instruments that were used in your country and the Student Tracking Form and move these instruments to the right window. Then click on Next. Double click on Stratum ID and School ID and Student ID. These three variables will move from the left window to the right window. Select Records occurring once only (List) and then click on Next. Click on Produce Report. Participation status variables for questionnaire sessions (original and make-up sessions) will be automatically added and it is impossible to remove these variables. It is not necessary to add another variable. 265. Any record listed in this report indicates a record that is NOT on the Tracking Form but does have a questionnaire OR a record that is on the Tracking Form but for which there is NO questionnaire. 266. Students who were absent for the original session and/or for the make-up session and excluded students will not be listed in the report. Note that the participation status will be defined based on the two participation status variables assigned to the questionnaire sessions. 65

267. If the SRL or SRL&ICT options have been implemented and the data are recorded in a separate instrument, then these consistency checking procedures with the Student Tracking Form must be duplicated with these additional instruments. 7.1.5 Report 5: Multiple Records in Reliability Booklets. 268. Select the Validity Checks from the Main Screen. To produce this report, Select one of the reliability booklets and move this instrument to the right window. Then click on Next. Double click on Stratum ID and School ID and Student ID. These three variables will move from the left window to the right window. Select Records occurring MORE THAN ONCE (Frequency) and then click on Produce report. 269. This report lists all unique combinations of Stratum ID, School ID, and Student ID and the frequency for each of the combinations. A frequency of 3 is required for all combinations. 270. This report must be conducted for all reliability booklets. 7.1.6 Report 6: Multiple Records in Reliability Booklets and Test Booklets. 271. Select the Validity Checks from the Main Screen. To produce this report, Select one of the reliability booklets and the corresponding test booklet and move these instruments to the right window. Then click on Next. Double click on Stratum ID and School ID and Student ID. These three variables will move from the left window to the right window. Select Records occurring MORE THAN ONCE (Frequency) and then click on Produce report. 272. This report lists all unique combinations of Stratum ID and School ID and Student ID and the frequency for each of the combinations. A frequency of 4 is required for all combinations. 273. This report must be conducted for all reliability booklets. 7.1.7 Report 7: Marker ID Consistency 274. Select the Validity Checks from the Main Screen. To produce this report, Select one of the reliability booklets and the corresponding test booklet and move these instruments to the right window. Then click on Next. Double click on Stratum ID and School ID and Student ID and marker identification (e. g. Maths Marker ID). These four variables will move from the left window to the right window. Select Records occurring MORE THAN ONCE (Frequency) and then click on Produce report. 275. This report lists all combinations of student and marker identification that are encountered more than once in the reliability booklet and corresponding test booklet. Any record appearing in this list indicates that the same marker marked the same student more than once. Such students and markers identifications should be checked carefully. 7.2 VALIDATION CHECKS PERFORMED BY THE INTERNATIONAL STUDY CENTRE 276. During the process of data cleaning, International Study Centre at ACER sends cleaning reports containing the results of the verification procedures to National Centres. National Centres are asked by the International Study Centre to clarify any inconsistencies in their database. The national data sets are then continuously updated according to the information provided by the National Centres 66

277. The following general rules apply to data cleaning procedures in the PISA 2003 Main Study: Unsolved inconsistencies regarding student and school identification lead to the deletion of the record in the database. The data of an unsolved systematic error for a particular cognitive item will be replaced by the not applicable code. For instance, if a country reports a mistranslation or misprint for an item in the national version of a cognitive booklet then the data for this item will be recoded as not applicable and will not be used in the analyses. If the country deleted a variable in the background questionnaire, it should be replaced by the not applicable code. If the country changed a variable in the background questionnaire in such a way that it cannot be recoded into the international format it needs to be renamed and the international variable should be replaced by the not applicable code. For example, if ST03Q02 does not mean in the country questionnaire the same as it means internationally, then it should be renamed into ST03N02, and ST03Q02=997 7.2.1 National Adaptations in the Database 278. A Microsoft Access database is developed to automatically compare the structure of the international database and the national databases. For each instrument, reports on deleted variables, added variables and variables for which validation rules have been changed are produced. They then are compared with the information provided in the QAS. Once all inconsistencies are resolved, the recoding of the questionnaire data is prepared to fit the international structure. 279. All added or modified variables are set aside in a separate file so that countries will be able to use these data for their own purposes. 7.2.2 Verification of the Student Tracking Form and the List of Schools 280. The Student Tracking Form and the list of schools are key instruments, as the information contained within these instruments determine the weight computation, the inclusion and participation rate computations and, thus, will contribute to the data adjudication process. The student tracking form contains all student identifications, inclusion and participation codes, the booklet number assigned, and some demographic data. The list of schools contains, among other variables, the PISA population size, the grade population size and the sample size. 281. For each domain and for each student, a scalability variable will be computed. If all items for one domain are not reached or missing, then the student is considered as not scalable (0=not scalable, 1=scalable). The four variables will be computed Pscale, Mscale, Sscale, Rscale. These four variables will be used in the selection of the calibration sample. 282. For each student, a participation indicator will be computed. If the student participated in the original sessions or follow-up sessions, then the student is considered as participant. 283. The following checks are done to ensure the quality of the data provided within these two forms and their consistency with the data contained in the booklets and student questionnaires. 7.2.2.1 The School Identification Report 1: List of School School questionnaire Consistency. All schools, which are recorded in only one of the two instruments, are listed on the report. 7.2.2.2 The Student Identification Report 2: Duplicate booklets. Any record listed in this report indicates a primary key duplication across the test booklets 67

Report 3: Tracking Form Booklet 1 to 10 Consistency. Any record listed in this report indicates a record that is not in the Tracking Form but does have a booklet or a record that is on the Tracking Form but for which there is no booklet. Report 4A: Tracking Form Student Questionnaires consistency. Any record listed in this report indicates a record that is not in the Tracking Form but does have a questionnaire or a record that is on the Tracking Form but for which there is no questionnaire. Report 4B: If the ECQ&ICQ options have been implemented and the data are recorded in a separate instrument, then these consistency checking procedures with the Student Tracking Form must be duplicated with these additional instruments. Any record listed in this report indicates a record that is not in the Tracking Form but does have a ECQ&ICQ or a record that is on the Tracking Form but for which there is no ECQ&ICQ. Report 5: Booklet 1 to 13 Questionnaires Consistency. Any record listed in this report indicates a record for which there is a questionnaire but not a booklet or a record for which there is a booklet but not a questionnaire. Report 6: Booklet 1 to 13 ECQ&ICQ Consistency. Any record listed in this report indicates a record for which there is a ECQ&ICQ but not a booklet or a record for which there is a booklet but not a ECQ&ICQ. Report 7 reports inconsistencies between booklet number as recorded in the STF and in the booklet. 7.2.2.3 Verification of the Demographic Data in the Student Tracking Form Report 13: reports inconsistencies on gender between the STF and the Student Questionnaires. Report 11: reports inconsistencies between the date of birth as recorded in the STF and the Student Questionnaires. Report 12: reports inconsistencies between the grade as recorded in the STF and the Student Questionnaires. 7.2.2.4 Verification of the Study Programme Data in the Student Tracking Form Report 17: reports inconsistencies between the study programme-grade combination as recorded in the STF and the Study Programme Instrument. Report 18: reports significant differences between percentage of students in each of study programme as recorded in the STF and the School Questionnaire. 7.2.2.5 Verification of the Participation and Inclusion Codes in the Student Tracking Form 284. The following reports list inconsistencies between the participation codes in the STF and the booklet or questionnaire. Excluded students and absent students should not have a cognitive booklet record or a Student Questionnaire record. On the other hand, no students with cognitive booklet data or Student Questionnaire data should be reported as excluded or absent. Report 20 Excluded students or absent students and Non-Missing data in booklets : Excluded students (code 1 to 7 for the Inclusion Status) or absent students (participation code 0, 3, 8 or 9 for both cognitive sessions) should have no record in the corresponding booklet. If an excluded student or absent student has a record, then Inclusion and Participation Status should be confirmed with NPMs and all values in the booklet should be set at missing. Report 21 Students participated in the original AND follow up sessions : According to Pisa Standards students are not allowed to complete booklets in both Original and Follow-up session. If an included students (code 0 for the Inclusion Status) participated in Original and Follow up session (code 1, 2 for both cognitive sessions) then Inclusion and Participation Status needs to be confirmed with NPMs. Report 22 Inclusion Code 0 and n/a participation status : Included students (code 0 for the Inclusion Status) should not have code 8 for the all four sessions. If an included has code N/A for all four session then participation status should be confirmed with NPMs 68

and all values for the Original session should be set to absent (code 0) or refusal (code 3). Report 23 Excluded or absent students and Non-Missing data in Questionnaire : Excluded students (code 1 to 7 for the Inclusion Status) or absent students (participation code 0, 3, 8 or 9 for the two Questionnaires sessions) should have no record in the corresponding Questionnaires. If an excluded student has a record, then Inclusion and Participation Status should be confirmed with NPMs and, if confirmed, all values should be set at missing. Report 24 Valid participation status and missing booklets : Included students with participation codes 1 or 2 for one of the two cognitive sessions should have records in the corresponding booklets. If a student has no records, or all values are missing then Participation Status should be confirmed with NPMs and, if confirmed, all values for the Original session should be set at absent (code 0) or refusal (code 3). Report 25 Valid participation status and missing Questionnaire data : Included students with participation codes 1 or 2 for the Questionnaire session should have records in the corresponding Questionnaire(s). If a student has no records, then Participation Status should be confirmed with NPMs and, if confirmed, all values for the Original session should be set at absent (code 0) or refusal (code 3). Report 26 Excluded student and No special education needs : Excluded students with inclusion code 1, 2 or 3 should have the same code on the Tracking Special Education variable. 7.2.2.6 Verification of the Student Tracking Form and the School Questionnaire 285. To verify the consistency of the student tracking form and the list of schools, the student identifications contained in the STF will be aggregated per school (stratum and school ID combined) and the number of students will be computed. The aggregated file will be compared with the list of schools. Report 41: lists schools that contained in the aggregated file but do not have a record in the list of school or do have a record without any information regarding the PISA and grade population size. Report 42 lists schools where the sample size computed on the STF is different from the sample size as recorded in the list of schools. It also contains schools where the allowed sample size is bigger than the number of 15-year-old students enrolled in the school. 286. The following reports will be listed in the PISA 2003 Main Study Data Entry Manual. 7.2.3 Verification of the Reliability Data 287. NPMs should select the booklets for multiple marking through a systematic procedure. Therefore the selected booklets for the reliability design should cover the whole range of the participating schools and be distributed according to a uniform variable for each booklet type. Furthermore, markers should be assigned booklets according to the design described in the Chapter 7 of the PISA 2003 Main Study NPM Manual. 288. The following reports will be implemented for all countries, which submit reliability data. 7.2.3.1 Number of Records in the Reliability Files 289. The reports that check all student identifications and the frequency for each of the combinations will be produced. A frequency of 100 of three full student IDs is expected. 7.2.3.2 Number of Records in the Reliability Files and the Corresponding Booklets 290. The reports that checks all unique full student identifications and the frequency for each of the combinations will be produced. A frequency of 4 is required for all combinations. 69

7.2.3.3 Marker Identification Consistency 291. These reports list all combinations of full student and marker identifications that are encountered more than once in the reliability booklet and the corresponding test booklet. All students listed in this report indicate a primary key duplication across the booklet and the corresponding reliability booklet. 7.2.3.4 Marker Design 292. NPMs must assign a 3-digit ID number to each marker. The first digit of the assigned ID indicates the domains that the marker is eligible to mark (see p. 54 for the first digit of the Marker ID variable). 293. The reports that check the frequencies of marker identification of the multiple marked booklets will be produced. 7.2.3.5 Final Reliability File 294. One file is created per domain and per booklet. The data from the reliability booklets and the booklets are merged so that each student selected for the multiple marking process appears four times within these files. The data will be transmitted to CITO to perform the reliability analyses. 7.2.4 Cognitive Data File 295. If at least one of the marks assigned to a student is the code missing and if another mark assigned to the same student for the same question is the code indicating a correct or partial answer, the data will be returned to the countries. Countries will require to correct data entry errors, not marker inconsistencies. 296. Some items need to be recoded before data can be scaled. The majority of this recoding requires the combination of two answers into one and to summarise the information of the Complex Multiple choice Items. 297. Some of the open-ended questions in mathematics and in science are coded in two digits while all other items are coded in a one-digit mark. ConQuest (Wu, Adams and Wilson, 1997), the IRT software used for the scaling of the cognitive data, requires items of the same length. To minimise the size of the data file, the double-digit items will be recoded into a one-digit variable as follows: By using the first digit so that the cognitive data file only contains one-digit variables: all recoded items will be re-labelled. A T will be added to the end of the previous label. 298. Non-reached items will be recoded, that is all consecutive missing values starting from the end of the cognitive session are replaced by non-reached code (r), except the first value of the missing series. For students, who were PRESENT during the WHOLE TEST, non-reached items are considered as not applicable for the item calibration but are considered as incorrect answers for the estimation of the population achievement. Non-reached items for students who were NOT present during the WHOLE TEST are considered as not applicable in ALL ANALYSES. 299. Finally, the items will be sorted by domain and within domain, by alphabetical order. The scalable variables, time variables and effort variables will also be included at the end of the cognitive file. 70

7.2.5 Verification of the Context Questionnaire Data 300. After school identification, student identification, and demographic data is verified between Student Tracking and Questionnaires, next step is recording of the national database into international format. 301. At the school level, all participating schools, i.e. any school for which at least one PISA eligible student was tested, will have a record in the international database, regardless of whether the school returned the school questionnaire or not. If the questionnaire was not returned, all variables are recoded as N/A. 302. The national variables from the School Questionnaire will be recoded into international variables where required. 303. The Student Questionnaire file will include the data collected from the Student Questionnaire, the ECQ and the ICQ. If a country implemented only one or none of the two international options, code N/A will be used for the corresponding ECQ and/or ICQ items. In addition, the information on students study programme collected from STF will be recoded into three variables. The newly derived variables, named ISCEDL for ISCED level, ISCEDD for ISCED designation, and ISCEDO for Orientation, will be added to the international Student Questionnaire file. Calculator use and effort variables from the booklet data will be also added. 304. The following modifications are applied to data from the Student Questionnaire Mother s occupation, father s occupation, and the student s expected occupation are originally coded using the International Standard Classification of Occupation (ISCO). These variables will be recoded into an International Socio-Economic Index (ISEI). Recodings are programmed according to a methodology developed by Ganzeboom, de Graaf and Treiman (1992). The newly derived variables are named BMMJ for the mother occupation, BFMJ for the father occupation, and BSMJ for student in the international database. All questions about the level of parent s education are recoded from the national to the international format. The information about the adequate treatment of national categories and their recoding into international variable is derived from the Questionnaire Adaptation Forms and/or consultations with National Centres. Question regarding country of birth is recoded from the national to the international format. Question regarding language at home is recoded from the national to the international format. Variables regarding the school marks may have three different formats: nominal, ordinal and numeric. The nominal option is used if the country provided data collected with question, that asks whether the students mark is At or above the <pass mark>, and Below the <pass mark>. This variable is not recoded. Data collected through ordinal format question is recoded in categorical format if less than 8 categories were provided or is recoded into percentage if more than 7 categories were provided. Data collected through numeric format question is recoded into percentage. 305. Other national variables are recoded into the international format as required. 306. Once the national adaptations are recoded according to an approved and updated QAS, the checking procedures will be performed on the student and school data files and invalid or suspicious data will be reported to countries. These reports will include: Check for outliers and non-response for all numeric variables. Percentage check. Discrepancies between answers to the related questions (e.g. Teacher Qualification vs. Total number of teachers or total number of Maths teachers). Reports identifying non-valid ISCO codes will be produced. 71

7.2.6 Verification of Within-School Sampling 307. NPMs are REQUIRED to use KeyQuest to select the student sample. When KeyQuest sample is created and the tracking form is filled table tblsamplimgmain is updated. This table stores a random number (Q2277), which is printed on the tracking forms. The Data Analyst responsible for the data cleaning procedures extracts these random numbers from KeyQuest. These random numbers are used for the student sample verification. 8 DATA SUBMISSION 308. Data should be submitted to the International Project Centre within 12 weeks of the completion of your testing. The actual delivery date should be negotiated with the International Project Centre. 309. The data must be entered into KeyQuest before submission to the International Project Centre. This means that if you have undertaken data entry using an alternative methodology to KeyQuest then the data must first be imported into KeyQuest prior to submission. 310. The following are the items that must be submitted to the International Project Centre. - A copy of KQdata.mdb and KQadmin.mdb with all of your data entered (data for cognitive booklets and context questionnaires, data for international option instruments, multiple marking data, student tracking forms list of students and list of schools). This file may be large so please contact the International Project Centre to negotiate an appropriate method of delivery. - A copy of each of the reports that are described in this document. These reports are necessary as a starting point for International cleaning procedures. - An electronic copy of the KeyQuest upgraded version of the approved Questionnaire Adaptation Spreadsheets (QAS). The cleaning of the questionnaires will not commence without the updated version of QAS that reflects KeyQuest adaptations. - A copy of your Lists of Students if the lists of students were not imported into KeyQuest. - An electronic or hard copy of your PISA 2003 Main Study Review. - A PDF copy of the complete set of instruments. The complete set consists of the thirteen test booklets as formatted for their country, the School and Student Questionnaires likewise, and any international and national option instruments. The whole set of instruments should be sent as soon as the instruments are printed. 9 REFERENCES Ganzeboom, H.B.G., de Graaf, P.M., and Treiman, D.J. (1992). A standard international socioeconomic index of occupational status. Social Science Research, 21, 1-56. Wu, M.L., Adams, R.J. & Wilson, M.R. (1997). ConQuest: Multi-Aspect Test Software [computer program]. Camberwell, Vic.: Australian Council for Educational Research. 72

10 APPENDIX 1 CODEBOOKS 10.1.1 Name of Instrument: Booklet 1 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_R 110-112 Reading Marker ID Marker_R Like "[2][0-8][0-9]" or "997" or "999" 99 M033Q01113-113 View Room Q1 Q1 M467Q01114-114 COLOURED CANDIES Q1 Q2 73

M810Q01115-127 BICYCLES Q1 Q3 Between 0 and 800 or 997 or 998 or 999 99 99 M810Q02128-140 BICYCLES Q2 Q4 Between 0 and 80 or 997 or 998 or 999 99 99 M810Q03141-14ICYCLES Q3 Q5 "00" or "11" or "12" or "21" or "97" or "99" 0 1 12 Score=1 21 Score=2 9 M833Q01-a 143-143 Seeing the Tower Q1 Q6a "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-b 144-144 Seeing the Tower Q1 Q6b "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-c 145-145 Seeing the Tower Q1 Q6c "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-d 146-146 Seeing the Tower Q1 Q6d "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 74

2 2 3 3 4 4 5 more than 4 M833Q01-e 147-147 Seeing the Tower Q1 Q6e "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M402Q01148-148 INTERNET Q1 Q7 M402Q02149-149 INTERNET Q2 Q8 M179Q01150-151 Robberies Q1 Q9 "01" or "02" or "03" or "04" or "11" or "12" or "21" or "22" or "23" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 04 Score = 0 11 Score = 1 12 Score = 1 21 Score = 2 22 Score = 2 23 Score = 2 9 M464Q01152-164 FENCE Q1 Q10 Between 0 and 800 or 997 or 998 or 999 99 99 M564Q01165-165 CHAIR LIFT Q1 Q11 M564Q02166-166 CHAIR LIFT Q2 Q12 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 75

5 E M145Q01-a 167-167 Cubes Q1 Q13a "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-b 168-168 Cubes Q1 Q13b "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-c 169-169 Cubes Q1 Q13c "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-d 170-170 Cubes Q1 Q13d "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-e 171-171 Cubes Q1 Q13e "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-f 172-172 Cubes Q1 Q13f "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M408Q01-a 173-173 LOTTERIES Q1 Q14a 1 True 2 False M408Q01-b 174-174 LOTTERIES Q1 Q14b 1 True 2 False M408Q01-c 175-175 LOTTERIES Q1 Q14c 76

1 True 2 False M408Q01-d 176-176 LOTTERIES Q1 Q14d 1 True 2 False M520Q01-a 177-189 SKATEBOARD Q1 Q15a Between 0 and 800 or 997 or 998 or 999 99 99 M520Q01-b 190-202 SKATEBOARD Q1 Q15b Between 0 and 800 or 997 or 998 or 999 99 99 M520Q02203-203 SKATEBOARD Q2 Q16 M520Q03-a 204-216 SKATEBOARD Q3 Q17a Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-b 217-229 SKATEBOARD Q3 Q17b Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-c 230-242 SKATEBOARD Q3 Q17c Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-d 243-255 SKATEBOARD Q3 Q17d Between 0 and 80 or 997 or 998 or 999 99 99 M446Q01256-256 THERMOMETER CRICKET Q1Q18 77

M446Q02257-257 THERMOMETER CRICKET Q2Q19 M192Q01-a 258-258 Containers Q1 Q20a "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M192Q01-b 259-259 Containers Q1 Q20b "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M192Q01-c 260-260 Containers Q1 Q20c "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M702Q01261-261 SUPPORT FOR PRESIDENT Q1 Q21 "0" or "1" or "2" or "9" or "n" 2 Score=2 M034Q01262-274 Bricks Q1 Q22 Between 0 and 80 or 999 or 998 or 997 99 99 M423Q01275-275 TOSSING COINS Q1 Q23 78

M555Q02-a 276-276 NUMBER CUBES Q2 Q24a M555Q02-b 277-277 NUMBER CUBES Q2 Q24b M555Q02-c 278-278 NUMBER CUBES Q2 Q24c M555Q02-d 279-279 NUMBER CUBES Q2 Q24d M800Q01280-280 COMPUTER GAME Q1 Q25 M421Q01281-281 HEIGHT Q1 Q26 M421Q02-a 282-282 HEIGHT Q2 Q27a 1 True 2 False M421Q02-b 283-283 HEIGHT Q2 Q27b 79

1 True 2 False M421Q02-c 284-284 HEIGHT Q2 Q27c 1 True 2 False M421Q02-d 285-285 HEIGHT Q2 Q27d 1 True 2 False M421Q03286-286 HEIGHT Q3 Q28 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M704Q01287-299 THE BEST CAR Q1 Q29 Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-a 300-312 THE BEST CAR Q2 Q30a Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-b 313-325 THE BEST CAR Q2 Q30b Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-c 326-338 THE BEST CAR Q2 Q30c Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-d 339-351 THE BEST CAR Q2 Q30d Between 0 and 80 or 997 or 998 or 999 99 99 80

M571Q01352-352 STOP THE CAR Q1 Q31 M559Q01353-353 TELEPHONE RATES Q1Q32 M144Q01354-366 Cube Painting Q1 Q33 Between 0 and 80 or 999 or 998 or 997 99 99 M144Q02367-379 Cube Painting Q2 Q34 Between 0 and 80 or 999 or 998 or 997 99 99 M144Q03380-380 Cube Painting Q3 Q35 M144Q04381-39ube Painting Q4 Q36 Between 0 and 80 or 999 or 998 or 997 99 99 R219Q01-a 394-394 Employment Q1 Q37a R219Q01-b 395-395 Employment Q1 Q37b R219Q01-c 396-396 Employment Q1 Q37c 81

R219Q01-d 397-397 Employment Q1 Q37d R219Q01E 398-398 Employment Q1EQ37E 0 Score = 0 1 Score = 1 R219Q02399-399 Employment Q2 Q38 0 Score = 0 1 Score = 1 R067Q01400-400 Aesop Q1 Q39 R067Q04401-40esop Q4 Q40 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R067Q05402-402 Aesop Q5 Q41 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R102Q04A 403-403 Shirt Q4A Q42 0 Score = 0 1 Score = 1 R102Q05404-404 Shirt Q5 Q43 0 Score = 0 1 Score = 1 R102Q07405-405 Shirt Q7 Q44 82

R220Q01406-406 South Pole- Q1Q45 0 Score = 0 1 Score = 1 R220Q02B 407-407 South Pole Q2BQ46 R220Q04408-408 South Pole Q4 Q47 R220Q05409-409 South Pole Q5 Q48 R220Q06410-410 South Pole Q6 Q49 CLCUSE1411-411 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2412-413 Effort-exampleEffortExmpl 83

"10" or "97" 10 10 CLCUSE3-a 414-426 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 427-439 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.2 Name of Instrument: Booklet 2 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_R 110-112 Reading Marker ID Marker_R 84

Like "[2][0-8][0-9]" or "997" or "999" 99 M145Q01-a 113-11ubes Q1 Q1a "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-b 114-114 Cubes Q1 Q1b "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-c 115-115 Cubes Q1 Q1c "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-d 116-116 Cubes Q1 Q1d "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-e 117-117 Cubes Q1 Q1e "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-f 118-118 Cubes Q1 Q1f "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M408Q01-a 119-119 LOTTERIES Q1 Q2a 1 True 2 False M408Q01-b 120-120 LOTTERIES Q1 Q2b 1 True 2 False M408Q01-c 121-121 LOTTERIES Q1 Q2c 1 True 2 False 85

M408Q01-d 122-122 LOTTERIES Q1 Q2d 1 True 2 False M520Q01-a 123-135 SKATEBOARD Q1 Q3a Between 0 and 800 or 997 or 998 or 999 99 99 M520Q01-b 136-148 SKATEBOARD Q1 Q3b Between 0 and 800 or 997 or 998 or 999 99 99 M520Q02149-149 SKATEBOARD Q2 Q4 M520Q03-a 150-162 SKATEBOARD Q3 Q5a Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-b 163-175 SKATEBOARD Q3 Q5b Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-c 176-188 SKATEBOARD Q3 Q5c Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-d 189-201 SKATEBOARD Q3 Q5d Between 0 and 80 or 997 or 998 or 999 99 99 M446Q01202-202 THERMOMETER CRICKET Q1Q6 86

M446Q02203-203 THERMOMETER CRICKET Q2Q7 M192Q01-a 204-204 Containers Q1 Q8a "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M192Q01-b 205-205 Containers Q1 Q8b "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M192Q01-c 206-206 Containers Q1 Q8c "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M702Q01207-207 SUPPORT FOR PRESIDENT Q1 Q9 "0" or "1" or "2" or "9" or "n" 2 Score=2 M034Q01208-220 Bricks Q1 Q10 Between 0 and 80 or 999 or 998 or 997 99 99 M423Q01221-221 TOSSING COINS Q1 Q11 87

M555Q02-a 222-222 NUMBER CUBES Q2 Q12a M555Q02-b 223-223 NUMBER CUBES Q2 Q12b M555Q02-c 224-224 NUMBER CUBES Q2 Q12c M555Q02-d 225-225 NUMBER CUBES Q2 Q12d M305Q01226-226 Map Q1Q13 M510Q01227-239 CHOICES Q1Q14 Between 0 and 80 or 997 or 998 or 999 99 99 M474Q01240-240 RUNNING TIME Q1 Q15 M124Q01241-241 Walking Q1Q16 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 88

M124Q03242-243 Walking Q3Q17 "00" or "11" or "21" or "22" or "23" or "24" or "31" or "99" or "97" 0 1 21 Score=2 22 Score=2 23 Score=2 24 Score=2 31 Score=3 9 M434Q01244-256 ROOM NUMBERS Q1 Q18 Between 0 and 80 or 997 or 999 or 998 99 99 M505Q01257-257 LITTER Q1 Q19 M462Q01258-259 THIRD SIDE Q1 Q20 "01" or "11" or "12" or "13" or "21" or "97" or "99" 01 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 M438Q01260-260 EXPORTS Q1Q21 M438Q02261-261 EXPORTS Q2Q22 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M547Q01262-274 STAIRCASE Q1 Q23 Between 0 and 80 or 997 or 998 or 999 99 99 M806Q01275-287 STEP PATTERN Q1 Q24 Between 0 and 80 or 997 or 998 or 999 89

99 99 M413Q01288-288 EXCHANGE RATE Q1 Q25 M413Q02289-289 EXCHANGE RATE Q2 Q26 M413Q03290-291 EXCHANGE RATE Q3 Q27 "01" or "02" or "11" or "97" or "99" 01 Score=0 02 Score=0 1 9 M406Q01292-292 RUNNING TRACKS Q1 Q28 M406Q02293-293 RUNNING TRACKS Q2 Q29 M406Q03294-294 RUNNING TRACKS Q3 Q30 M150Q01295-295 Growing Up Q1 Q31 M150Q03296-297 Growing Up Q3 Q32 "01" or "02" or "11" or "12" or "13" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 9 M150Q02298-299 Growing Up Q2 Q33 90

"00" or "11" or "21" or "22" or "99" or "97" 00 Score = 0 11 Score = 1 21 Score = 2 22 Score = 2 9 M598Q01300-300 MAKING A BOOKLET Q1 Q34 M710Q01301-301 FORECAST OF RAIN Q1 Q35 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M411Q01302-302 DIVING Q1 Q36 M411Q02303-303 DIVING Q2 Q37 R227Q01304-304 Optician Q1 Q38 R227E02305-305 Optician Q2 example Q39Ex "1" or "n" R227Q02-a 306-306 Optician Q2 Q39a 91

R227Q02-b 307-307 Optician Q2 Q39b R227Q02-c 308-308 Optician Q2 Q39c R227Q02-d 309-309 Optician Q2 Q39d R227Q02-e 310-310 Optician Q2 Q39e R227Q02-f 311-311 Optician Q2 Q39f R227Q02-g 312-312 Optician Q2 Q39g R227Q03313-313 Optician Q3 Q40 0 Score = 0 1 Score = 1 R227Q06314-314 Optician Q6 Q41 0 Score = 0 1 Score = 1 92

R111Q01315-315 Exchange Q1 Q42 R111Q02B 316-316 Exchange Q2B Q43 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R111Q06A 317-317 Exchange Q6A Q44 R111Q06B 318-318 Exchange Q6B Q45 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R055Q01319-319 Drugged Spiders Q1Q46 R055Q02320-320 Drugged Spiders Q2Q47 0 Score = 0 1 Score = 1 R055Q03321-321 Dugged Spiders Q3 Q48 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R055Q05322-322 Drugged Spiders Q5Q49 0 Score = 0 93

1 Score = 1 R104Q01323-323 Telephone Q1 Q50 0 Score = 0 1 Score = 1 R104Q02324-324 Telephone Q2 Q51 0 Score = 0 1 Score = 1 R104Q05325-325 Telephone Q5 Q52 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 CLCUSE1326-326 Calculator UseCalc_Use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2327-328 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 329-341 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 342-354 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.3 Name of Instrument: Booklet 3 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" 94

StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_P 110-112 PS Marker ID Marker_P Like "[5,6,7,8][0-8][0-9]" or "997" or "999" 99 M305Q01113-113 Map Q1Q1 M510Q01114-126 CHOICES Q1Q2 Between 0 and 80 or 997 or 998 or 999 99 99 M474Q01127-127 RUNNING TIME Q1 Q3 95

M124Q01128-128 Walking Q1Q4 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 M124Q03129-130 Walking Q3Q5 "00" or "11" or "21" or "22" or "23" or "24" or "31" or "99" or "97" 0 1 21 Score=2 22 Score=2 23 Score=2 24 Score=2 31 Score=3 9 M434Q01131-143 ROOM NUMBERS Q1 Q6 Between 0 and 80 or 997 or 999 or 998 99 99 M505Q01144-144 LITTER Q1 Q7 M462Q01145-146 THIRD SIDE Q1 Q8 "01" or "11" or "12" or "13" or "21" or "97" or "99" 01 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 M438Q01147-147 EXPORTS Q1Q9 M438Q02148-148 EXPORTS Q2Q10 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M547Q01149-161 STAIRCASE Q1 Q11 Between 0 and 80 or 997 or 998 or 999 96

99 99 M806Q01162-174 STEP PATTERN Q1 Q12 Between 0 and 80 or 997 or 998 or 999 99 99 M800Q01175-175 COMPUTER GAME Q1 Q13 M421Q01176-176 HEIGHT Q1 Q14 M421Q02-a 177-177 HEIGHT Q2 Q15a 1 True 2 False M421Q02-b 178-178 HEIGHT Q2 Q15b 1 True 2 False M421Q02-c 179-179 HEIGHT Q2 Q15c 1 True 2 False M421Q02-d 180-180 HEIGHT Q2 Q15d 1 True 2 False M421Q03181-181 HEIGHT Q3 Q16 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 97

5 E M704Q01182-194 THE BEST CAR Q1 Q17 Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-a 195-207 THE BEST CAR Q2 Q18a Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-b 208-220 THE BEST CAR Q2 Q18b Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-c 221-233 THE BEST CAR Q2 Q18c Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-d 234-246 THE BEST CAR Q2 Q18d Between 0 and 80 or 997 or 998 or 999 99 99 M571Q01247-247 STOP THE CAR Q1 Q19 M559Q01248-248 TELEPHONE RATES Q1Q20 M144Q01249-261 Cube Painting Q1 Q21 Between 0 and 80 or 999 or 998 or 997 99 99 M144Q02262-274 Cube Painting Q2 Q22 98

Between 0 and 80 or 999 or 998 or 997 99 99 M144Q03275-275 Cube Painting Q3 Q23 M144Q04276-288 Cube Painting Q4 Q24 Between 0 and 80 or 999 or 998 or 997 99 99 M496Q01-a 289-289 CASH WITHDRAWAL Q1Q25a M496Q01-b 290-290 CASH WITHDRAWAL Q1Q25b M496Q01-c 291-291 CASH WITHDRAWAL Q1Q25c M496Q01-d 292-292 CASH WITHDRAWAL Q1Q25d M496Q02293-29ASH WITHDRAWAL Q2Q26 M484Q01294-306 BOOKSHELVES Q1Q27 Between 0 and 80 or 997 or 998 or 999 99

99 99 M155Q02307-308 Pop Pyramids Q2 Q28 "00" or "11" or "12" or "13" or "21" or "99" or "97" 00 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 M155Q01309-309 Pop Pyramids Q1 Q29 0 Score = 0 1 Score = 1 M155Q03310-311 Pop Pyramids Q3 Q30 "00" or "11" or "12" or "13" or "21" or "22" or "23" or "99" or "97" 0 11 Score= 1 12 Score= 1 13 Score= 1 21 Score= 2 22 Score= 2 23 Score= 2 9 M155Q04-a 312-312 Pop Pyramids Q4 Q31a 1 True 2 False M155Q04-b 313-313 Pop Pyramids Q4 Q31b 1 True 2 False M155Q04-c 314-314 Pop Pyramids Q4 Q31c 1 True 2 False M155Q04-d 315-315 Pop Pyramids Q4 Q31d 1 True 2 False M442Q02316-316 BRAILLE Q2Q32 100

M509Q01317-317 EARTHQUAKE Q1 Q33 M420Q01-a 318-318 TRANSPORT Q1 Q34a 1 True 2 False M420Q01-b 319-319 TRANSPORT Q1 Q34b 1 True 2 False M420Q01-c 320-320 TRANSPORT Q1 Q34c 1 True 2 False M420Q01-d 321-321 TRANSPORT Q1 Q34d 1 True 2 False M468Q01322-334 SCIENCE TESTS Q1 Q35 Between 0 and 80 or 997 or 998 or 999 99 99 M447Q01335-335 TILE ARRANGE1 Q1 Q36 101

X430Q01336-336 Energy Needs Q1 Q37 X430Q02337-337 Energy Needs Q2 Q38 "0" or "1" or "2" or "9" or "n" 2 Score=2 X417Q01338-338 Children's Camp Q1Q39 "0" or "1" or "2" or "9" or "n" 2 Score=2 X412Q01339-339 Design by Numbers Q1 Q40 X412Q02340-340 Design by Numbers Q2 Q41 X412Q03341-341 Design by Numbers Q3 Q42 "0" or "1" or "2" or "9" or "n" 2 Score=2 X423Q02-a 342-342 Freezer Q2Q43a X423Q02-b 343-343 Freezer Q2Q43b 102

X423Q02-c 344-344 Freezer Q2Q43c X423Q01-a 345-345 Freezer Q1Q44a X423Q01-b 346-346 Freezer Q1Q44b X423Q01-c 347-347 Freezer Q1Q44c X423Q01-d 348-348 Freezer Q1Q44d X423Q01-e 349-349 Freezer Q1Q44e X423Q01-f 350-350 Freezer Q1Q44f X601Q01-a 351-351 Cinema Outing Q1 Q45a 103

X601Q01-b 352-352 Cinema Outing Q1 Q45b X601Q01-c 353-35inema Outing Q1 Q45c X601Q01-d 354-354 Cinema Outing Q1 Q45d X601Q01-e 355-355 Cinema Outing Q1 Q45e X601Q01-f 356-356 Cinema Outing Q1 Q45f X601Q02357-357 Cinema Outing Q2 Q46 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E CLCUSE1358-358 Calculator UseCalc_Use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2359-360 Effort-exampleEffortExmpl 104

"10" or "97" 10 10 CLCUSE3-a 361-373 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 374-386 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.4 Name of Instrument: Booklet 4 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_P 110-112 PS Marker ID Marker_P 105

Like "[5,6,7,8][0-8][0-9]" or "997" or "999" 99 M800Q01113-11OMPUTER GAME Q1 Q1 M421Q01114-114 HEIGHT Q1 Q2 M421Q02-a 115-115 HEIGHT Q2 Q3a 1 True 2 False M421Q02-b 116-116 HEIGHT Q2 Q3b 1 True 2 False M421Q02-c 117-117 HEIGHT Q2 Q3c 1 True 2 False M421Q02-d 118-118 HEIGHT Q2 Q3d 1 True 2 False M421Q03119-119 HEIGHT Q3 Q4 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M704Q01120-132 THE BEST CAR Q1 Q5 106

Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-a 133-145 THE BEST CAR Q2 Q6a Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-b 146-158 THE BEST CAR Q2 Q6b Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-c 159-171 THE BEST CAR Q2 Q6c Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-d 172-184 THE BEST CAR Q2 Q6d Between 0 and 80 or 997 or 998 or 999 99 99 M571Q01185-185 STOP THE CAR Q1 Q7 M559Q01186-186 TELEPHONE RATES Q1Q8 M144Q01187-199 Cube Painting Q1 Q9 Between 0 and 80 or 999 or 998 or 997 99 99 M144Q02200-212 Cube Painting Q2 Q10 Between 0 and 80 or 999 or 998 or 997 99 99 M144Q03213-21ube Painting Q3 Q11 107

M144Q04214-226 Cube Painting Q4 Q12 Between 0 and 80 or 999 or 998 or 997 99 99 M413Q01227-227 EXCHANGE RATE Q1 Q13 M413Q02228-228 EXCHANGE RATE Q2 Q14 M413Q03229-230 EXCHANGE RATE Q3 Q15 "01" or "02" or "11" or "97" or "99" 01 Score=0 02 Score=0 1 9 M406Q01231-231 RUNNING TRACKS Q1 Q16 M406Q02232-232 RUNNING TRACKS Q2 Q17 M406Q03233-233 RUNNING TRACKS Q3 Q18 M150Q01234-234 Growing Up Q1 Q19 108

M150Q03235-236 Growing Up Q3 Q20 "01" or "02" or "11" or "12" or "13" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 9 M150Q02237-238 Growing Up Q2 Q21 "00" or "11" or "21" or "22" or "99" or "97" 00 Score = 0 11 Score = 1 21 Score = 2 22 Score = 2 9 M598Q01239-239 MAKING A BOOKLET Q1 Q22 M710Q01240-240 FORECAST OF RAIN Q1 Q23 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M411Q01241-241 DIVING Q1 Q24 M411Q02242-242 DIVING Q2 Q25 M302Q01243-255 Car Drive Q1 Q26 Between 0 and 80 or 999 or 997 or 998 99 99 M302Q02256-256 Car Drive Q2 Q27 109

M302Q03257-257 Car Drive Q3 Q28 M603Q01-a 258-258 NUMBER CHECK Q1 Q29a 1 True 2 False M603Q01-b 259-259 NUMBER CHECK Q1 Q29b 1 True 2 False M603Q01-c 260-260 NUMBER CHECK Q1 Q29c 1 True 2 False M603Q02261-273 NUMBER CHECK Q2 Q30 Between 0 and 80 or 997 or 998 or 999 99 99 M266Q01-a 274-274 Carpenter Q01 Q31a M266Q01-b 275-275 Carpenter Q01 Q31b M266Q01-c 276-276 Carpenter Q01 Q31c 110

M266Q01-d 277-277 Carpenter Q01 Q31d M513Q01278-278 TEST SCORES Q1Q32 M828Q01279-279 CARBON DIOXIDE Q1 Q33 M828Q02280-280 CARBON DIOXIDE Q2 Q34 M828Q03281-281 CARBON DIOXIDE Q3 Q35 M803Q01282-294 LABELS Q1 Q36 Between 0 and 80 or 997 or 998 or 999 99 99 M273Q01295-298 Pipelines Q1 Q37 Like "[1-4,9][1-4,9][1-4,9][1-4,7,8,9]" 9997N/A 9998Invalid 9999Miss X415Q01299-300 Transit System Q1 Q38 "01" or "02" or "11" or "12" or "13" or "21" or "22" or "97" or "99" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 22 Score = 2 9ing X414Q01301-301 Course Design Q1 Q39 111

"0" or "1" or "2" or "9" or "n" 2 Score=2 X402Q01302-314 Library System Q1 Q40 Between 0 and 80 or 997 or 998 or 999 99 99 X402Q02315-316 Library System Q2 Q41 "01" or "02" or "11" or "12" or "21" or "22" or "23" or "31" or "97" or "99" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 21 Score = 2 22 Score = 2 23 Score = 2 31 Score = 3 9ing X602Q01317-317 Holiday Q1Q42 0 Score = 0 1 Score = 1 X602Q02318-318 Holiday Q2Q43 "0" or "1" or "2" or "9" or "n" 2 Score=2 X603Q01319-319 Irrigation Q1 Q44 X603Q02-a 320-320 Irrigation Q2 Q45a 1 Will go 2 Will NOT X603Q02-b 321-321 Irrigation Q2 Q45b 1 Will go 2 Will NOT 112

X603Q02-c 322-322 Irrigation Q2 Q45c 1 Will go 2 Will NOT X603Q03323-323 Irrigation Q3 Q46 CLCUSE1324-324 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2325-326 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 327-339 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 340-352 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.5 Name of Instrument: Booklet 5 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name 113

DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_S 110-112 Science Marker ID Marker_S Like "[3,4,7,8][0-8][0-9]" or "997" or "999" 99 M413Q01113-113 EXCHANGE RATE Q1 Q1 M413Q02114-114 EXCHANGE RATE Q2 Q2 M413Q03115-116 EXCHANGE RATE Q3 Q3 "01" or "02" or "11" or "97" or "99" 01 Score=0 02 Score=0 1 9 M406Q01117-117 RUNNING TRACKS Q1 Q4 M406Q02118-118 RUNNING TRACKS Q2 Q5 114

M406Q03119-119 RUNNING TRACKS Q3 Q6 M150Q01120-120 Growing Up Q1 Q7 M150Q03121-122 Growing Up Q3 Q8 "01" or "02" or "11" or "12" or "13" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 9 M150Q02123-124 Growing Up Q2 Q9 "00" or "11" or "21" or "22" or "99" or "97" 00 Score = 0 11 Score = 1 21 Score = 2 22 Score = 2 9 M598Q01125-125 MAKING A BOOKLET Q1 Q10 M710Q01126-126 FORECAST OF RAIN Q1 Q11 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M411Q01127-127 DIVING Q1 Q12 M411Q02128-128 DIVING Q2 Q13 115

M496Q01-a 129-129 CASH WITHDRAWAL Q1Q14a M496Q01-b 130-130 CASH WITHDRAWAL Q1Q14b M496Q01-c 131-131 CASH WITHDRAWAL Q1Q14c M496Q01-d 132-132 CASH WITHDRAWAL Q1Q14d M496Q02133-13ASH WITHDRAWAL Q2Q15 M484Q01134-146 BOOKSHELVES Q1Q16 Between 0 and 80 or 997 or 998 or 999 99 99 M155Q02147-148 Pop Pyramids Q2 Q17 "00" or "11" or "12" or "13" or "21" or "99" or "97" 00 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 M155Q01149-149 Pop Pyramids Q1 Q18 116

0 Score = 0 1 Score = 1 M155Q03150-151 Pop Pyramids Q3 Q19 "00" or "11" or "12" or "13" or "21" or "22" or "23" or "99" or "97" 0 11 Score= 1 12 Score= 1 13 Score= 1 21 Score= 2 22 Score= 2 23 Score= 2 9 M155Q04-a 152-152 Pop Pyramids Q4 Q20a 1 True 2 False M155Q04-b 153-153 Pop Pyramids Q4 Q20b 1 True 2 False M155Q04-c 154-154 Pop Pyramids Q4 Q20c 1 True 2 False M155Q04-d 155-155 Pop Pyramids Q4 Q20d 1 True 2 False M442Q02156-156 BRAILLE Q2Q21 M509Q01157-157 EARTHQUAKE Q1 Q22 117

M420Q01-a 158-158 TRANSPORT Q1 Q23a 1 True 2 False M420Q01-b 159-159 TRANSPORT Q1 Q23b 1 True 2 False M420Q01-c 160-160 TRANSPORT Q1 Q23c 1 True 2 False M420Q01-d 161-161 TRANSPORT Q1 Q23d 1 True 2 False M468Q01162-174 SCIENCE TESTS Q1 Q24 Between 0 and 80 or 997 or 998 or 999 99 99 M447Q01175-175 TILE ARRANGE1 Q1 Q25 S252Q01176-176 South Rainea Q1 Q26 S252Q02177-177 South Rainea Q2 Q27 118

S252Q03-a 178-178 South Rainea Q3 Q28a S252Q03-b 179-179 South Rainea Q3 Q28b S327Q01-a 180-180 Tidal Energy Q1 Q29a 1 True 2 False S327Q01-b 181-181 Tidal Energy Q1 Q29b 1 True 2 False S327Q02182-182 Tidal Energy Q2 Q30 0 Score = 0 1 Score = 1 S326Q01183-183 MILK Q1 Q31 S326Q02184-184 MILK Q2 Q32 0 Score = 0 1 Score = 1 S326Q03185-185 MILK Q3 Q33 119

S326Q04-a 186-186 MILK Q4 Q34a S326Q04-b 187-187 MILK Q4 Q34b S326Q04-c 188-188 MILK Q4 Q34c S133Q01189-189 Research Q1 Q35 S133Q03190-190 Research Q3 Q36 S133Q04-a 191-191 Research Q4 Q37a S133Q04-b 192-192 Research Q4 Q37b 120

S133Q04-c 193-193 Research Q4 Q37c S114Q03194-195 Greenhouse Q3 Q38 "01" or "02" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 9 S114Q04196-197 Greenhouse Q4 Q39 "01" or "02" or "03" or "11" or "12" or "13" or "14" or "15" or "21" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 14 Score = 1 15 Score = 1 21 Score = 2 9 S114Q05198-199 Greenhouse Q5 Q40 "01" or "02" or "03" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 9 S213Q01-a 200-200 Clothes Q1Q41a S213Q01-b 201-201 Clothes Q1Q41b S213Q01-c 202-202 Clothes Q1Q41c 121

S213Q01-d 203-20lothes Q1Q41d S213Q02204-204 Clothes Q2Q42 M033Q01205-205 View Room Q1 Q43 M467Q01206-206 COLOURED CANDIES Q1 Q44 M810Q01207-219 BICYCLES Q1 Q45 Between 0 and 800 or 997 or 998 or 999 99 99 M810Q02220-23ICYCLES Q2 Q46 Between 0 and 80 or 997 or 998 or 999 99 99 M810Q03233-234 BICYCLES Q3 Q47 "00" or "11" or "12" or "21" or "97" or "99" 0 1 12 Score=1 21 Score=2 9 M833Q01-a 235-235 Seeing the Tower Q1 Q48a "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 122

4 4 5 more than 4 M833Q01-b 236-236 Seeing the Tower Q1 Q48b "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-c 237-237 Seeing the Tower Q1 Q48c "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-d 238-238 Seeing the Tower Q1 Q48d "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-e 239-239 Seeing the Tower Q1 Q48e "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M402Q01240-240 INTERNET Q1 Q49 M402Q02241-241 INTERNET Q2 Q50 M179Q01242-243 Robberies Q1 Q51 "01" or "02" or "03" or "04" or "11" or "12" or "21" or "22" or "23" or "99" or "97" 123

01 Score = 0 02 Score = 0 03 Score = 0 04 Score = 0 11 Score = 1 12 Score = 1 21 Score = 2 22 Score = 2 23 Score = 2 9 M464Q01244-256 FENCE Q1 Q52 Between 0 and 800 or 997 or 998 or 999 99 99 M564Q01257-257 CHAIR LIFT Q1 Q53 M564Q02258-258 CHAIR LIFT Q2 Q54 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E CLCUSE1259-259 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2260-261 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 262-274 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 275-287 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 124

99 10.1.6 Name of Instrument: Booklet 6 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_S 110-112 Science Marker ID Marker_S Like "[3,4,7,8][0-8][0-9]" or "997" or "999" 99 M496Q01-a 113-11ASH WITHDRAWAL Q1Q1a M496Q01-b 114-114 CASH WITHDRAWAL Q1Q1b 125

M496Q01-c 115-115 CASH WITHDRAWAL Q1Q1c M496Q01-d 116-116 CASH WITHDRAWAL Q1Q1d M496Q02117-117 CASH WITHDRAWAL Q2Q2 M484Q01118-130 BOOKSHELVES Q1Q3 Between 0 and 80 or 997 or 998 or 999 99 99 M155Q02131-132 Pop Pyramids Q2 Q4 "00" or "11" or "12" or "13" or "21" or "99" or "97" 00 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 M155Q01133-133 Pop Pyramids Q1 Q5 0 Score = 0 1 Score = 1 M155Q03134-135 Pop Pyramids Q3 Q6 "00" or "11" or "12" or "13" or "21" or "22" or "23" or "99" or "97" 0 11 Score= 1 12 Score= 1 13 Score= 1 21 Score= 2 22 Score= 2 23 Score= 2 9 M155Q04-a 136-136 Pop Pyramids Q4 Q7a 126

1 True 2 False M155Q04-b 137-137 Pop Pyramids Q4 Q7b 1 True 2 False M155Q04-c 138-138 Pop Pyramids Q4 Q7c 1 True 2 False M155Q04-d 139-139 Pop Pyramids Q4 Q7d 1 True 2 False M442Q02140-140 BRAILLE Q2Q8 M509Q01141-141 EARTHQUAKE Q1 Q9 M420Q01-a 142-142 TRANSPORT Q1 Q10a 1 True 2 False M420Q01-b 143-143 TRANSPORT Q1 Q10b 1 True 2 False M420Q01-c 144-144 TRANSPORT Q1 Q10c 127

1 True 2 False M420Q01-d 145-145 TRANSPORT Q1 Q10d 1 True 2 False M468Q01146-158 SCIENCE TESTS Q1 Q11 Between 0 and 80 or 997 or 998 or 999 99 99 M447Q01159-159 TILE ARRANGE1 Q1 Q12 M302Q01160-172 Car Drive Q1 Q13 Between 0 and 80 or 999 or 997 or 998 99 99 M302Q02173-17ar Drive Q2 Q14 M302Q03174-174 Car Drive Q3 Q15 M603Q01-a 175-175 NUMBER CHECK Q1 Q16a 1 True 2 False M603Q01-b 176-176 NUMBER CHECK Q1 Q16b 1 True 128

2 False M603Q01-c 177-177 NUMBER CHECK Q1 Q16c 1 True 2 False M603Q02178-190 NUMBER CHECK Q2 Q17 Between 0 and 80 or 997 or 998 or 999 99 99 M266Q01-a 191-191 Carpenter Q01 Q18a M266Q01-b 192-192 Carpenter Q01 Q18b M266Q01-c 193-19arpenter Q01 Q18c M266Q01-d 194-194 Carpenter Q01 Q18d M513Q01195-195 TEST SCORES Q1Q19 M828Q01196-196 CARBON DIOXIDE Q1 Q20 Value Value Label 129

M828Q02197-197 CARBON DIOXIDE Q2 Q21 M828Q03198-198 CARBON DIOXIDE Q3 Q22 M803Q01199-211 LABELS Q1 Q23 Between 0 and 80 or 997 or 998 or 999 99 99 M273Q01212-215 Pipelines Q1 Q24 Like "[1-4,9][1-4,9][1-4,9][1-4,7,8,9]" 9997N/A 9998Invalid 9999Miss S129Q01216-216 Daylight Q1 Q25 S129Q02217-218 Daylight Q2 Q26 "01" or "02" or "03" or "04" or "11" or "12" or "13" or "21" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 04 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 S128Q01219-219 Cloning Q1Q27 S128Q02220-220 Cloning Q2Q28 130

S128Q03-a 221-221 Cloning Q3Q29a S128Q03-b 222-222 Cloning Q3Q29b S131Q02223-224 Good Vibrations Q2Q30 "01" or "02" or "03" or "11" or "12" or "99" or "97" 01 Score=0 02 Score=0 03 Score=0 1 12 Score=1 9 S131Q04225-226 Good Vibrations Q4Q31 "01" or "02" or "03" or "04" or "11" or "99" or "97" 01 Score=0 02 Score=0 03 Score=0 04 Score=0 1 9 S256Q01227-227 Spoons Q1 Q32 S304Q01228-228 WATER Q1 Q33 S304Q02229-229 WATER Q2 Q34 131

S304Q03a 230-230 WATER Q3a Q35 S304Q03b 231-231 WATER Q3b Q36 S269Q01232-232 Earth Q1 Q37 0 Score = 0 1 Score = 1 S269Q03233-234 Earth Q3 Q38 "01" or "02" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 9 S269Q04-a 235-235 Earth Q4 Q39a S269Q04-b 236-236 Earth Q4 Q39b S269Q04-c 237-237 Earth Q4 Q39c S269Q04-d 238-238 Earth Q4 Q39d 132

S268Q01239-239 Algae Q1 Q40 S268Q02240-24lgae Q2 Q41 "01" or "02" or "03" or "11" or "12" or "13" or "14" or "15" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 14 Score = 1 15 Score = 1 9 S268Q06242-242 Algae Q6 Q42 M145Q01-a 243-24ubes Q1 Q43a "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-b 244-244 Cubes Q1 Q43b "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-c 245-245 Cubes Q1 Q43c "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-d 246-246 Cubes Q1 Q43d "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-e 247-247 Cubes Q1 Q43e "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 133

M145Q01-f 248-248 Cubes Q1 Q43f "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M408Q01-a 249-249 LOTTERIES Q1 Q44a 1 True 2 False M408Q01-b 250-250 LOTTERIES Q1 Q44b 1 True 2 False M408Q01-c 251-251 LOTTERIES Q1 Q44c 1 True 2 False M408Q01-d 252-252 LOTTERIES Q1 Q44d 1 True 2 False M520Q01-a 253-265 SKATEBOARD Q1 Q45a Between 0 and 800 or 997 or 998 or 999 99 99 M520Q01-b 266-278 SKATEBOARD Q1 Q45b Between 0 and 800 or 997 or 998 or 999 99 99 M520Q02279-279 SKATEBOARD Q2 Q46 M520Q03-a 280-292 SKATEBOARD Q3 Q47a 134

Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-b 293-305 SKATEBOARD Q3 Q47b Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-c 306-318 SKATEBOARD Q3 Q47c Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-d 319-331 SKATEBOARD Q3 Q47d Between 0 and 80 or 997 or 998 or 999 99 99 M446Q01332-332 THERMOMETER CRICKET Q1Q48 M446Q02333-333 THERMOMETER CRICKET Q2Q49 M192Q01-a 334-334 Containers Q1 Q50a "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M192Q01-b 335-335 Containers Q1 Q50b "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M192Q01-c 336-336 Containers Q1 Q50c "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 135

5 E 6 F M702Q01337-337 SUPPORT FOR PRESIDENT Q1 Q51 "0" or "1" or "2" or "9" or "n" 2 Score=2 M034Q01338-350 Bricks Q1 Q52 Between 0 and 80 or 999 or 998 or 997 99 99 M423Q01351-351 TOSSING COINS Q1 Q53 M555Q02-a 352-352 NUMBER CUBES Q2 Q54a M555Q02-b 353-353 NUMBER CUBES Q2 Q54b M555Q02-c 354-354 NUMBER CUBES Q2 Q54c M555Q02-d 355-355 NUMBER CUBES Q2 Q54d 136

CLCUSE1356-356 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2357-358 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 359-371 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 372-384 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.7 Name of Instrument: Booklet 7 Primary Keys are: StIDStrt, StIDStd, StIDSch, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 137

9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_R 110-112 Reading Marker ID Marker_R Like "[2][0-8][0-9]" or "997" or "999" 99 Marker_S 113-115 Science Marker ID Marker_S Like "[3,4,7,8][0-8][0-9]" or "997" or "999" 99 M302Q01116-128 Car Drive Q1 Q1 Between 0 and 80 or 999 or 997 or 998 99 99 M302Q02129-129 Car Drive Q2 Q2 M302Q03130-130 Car Drive Q3 Q3 M603Q01-a 131-131 NUMBER CHECK Q1 Q4a 1 True 2 False M603Q01-b 132-132 NUMBER CHECK Q1 Q4b 1 True 2 False M603Q01-c 133-133 NUMBER CHECK Q1 Q4c 1 True 2 False 138

M603Q02134-146 NUMBER CHECK Q2 Q5 Between 0 and 80 or 997 or 998 or 999 99 99 M266Q01-a 147-147 Carpenter Q01 Q6a M266Q01-b 148-148 Carpenter Q01 Q6b M266Q01-c 149-149 Carpenter Q01 Q6c M266Q01-d 150-150 Carpenter Q01 Q6d M513Q01151-151 TEST SCORES Q1Q7 M828Q01152-152 CARBON DIOXIDE Q1 Q8 M828Q02153-15ARBON DIOXIDE Q2 Q9 M828Q03154-154 CARBON DIOXIDE Q3 Q10 139

M803Q01155-167 LABELS Q1 Q11 Between 0 and 80 or 997 or 998 or 999 99 99 M273Q01168-171 Pipelines Q1 Q12 Like "[1-4,9][1-4,9][1-4,9][1-4,7,8,9]" 9997N/A 9998Invalid 9999Miss S252Q01172-172 South Rainea Q1 Q13 S252Q02173-173 South Rainea Q2 Q14 S252Q03-a 174-174 South Rainea Q3 Q15a S252Q03-b 175-175 South Rainea Q3 Q15b S327Q01-a 176-176 Tidal Energy Q1 Q16a 1 True 2 False S327Q01-b 177-177 Tidal Energy Q1 Q16b 140

1 True 2 False S327Q02178-178 Tidal Energy Q2 Q17 0 Score = 0 1 Score = 1 S326Q01179-179 MILK Q1 Q18 S326Q02180-180 MILK Q2 Q19 0 Score = 0 1 Score = 1 S326Q03181-181 MILK Q3 Q20 S326Q04-a 182-182 MILK Q4 Q21a S326Q04-b 183-183 MILK Q4 Q21b S326Q04-c 184-184 MILK Q4 Q21c S133Q01185-185 Research Q1 Q22 141

S133Q03186-186 Research Q3 Q23 S133Q04-a 187-187 Research Q4 Q24a S133Q04-b 188-188 Research Q4 Q24b S133Q04-c 189-189 Research Q4 Q24c S114Q03190-191 Greenhouse Q3 Q25 "01" or "02" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 9 S114Q04192-193 Greenhouse Q4 Q26 "01" or "02" or "03" or "11" or "12" or "13" or "14" or "15" or "21" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 14 Score = 1 15 Score = 1 21 Score = 2 9 S114Q05194-195 Greenhouse Q5 Q27 "01" or "02" or "03" or "11" or "12" or "99" or "97" 142

01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 9 S213Q01-a 196-196 Clothes Q1Q28a S213Q01-b 197-197 Clothes Q1Q28b S213Q01-c 198-198 Clothes Q1Q28c S213Q01-d 199-199 Clothes Q1Q28d S213Q02200-200 Clothes Q2Q29 R219Q01-a 201-201 Employment Q1 Q30a R219Q01-b 202-202 Employment Q1 Q30b R219Q01-c 203-203 Employment Q1 Q30c 143

R219Q01-d 204-204 Employment Q1 Q30d R219Q01E 205-205 Employment Q1EQ30E 0 Score = 0 1 Score = 1 R219Q02206-206 Employment Q2 Q31 0 Score = 0 1 Score = 1 R067Q01207-207 Aesop Q1 Q32 R067Q04208-208 Aesop Q4 Q33 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R067Q05209-209 Aesop Q5 Q34 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R102Q04A 210-210 Shirt Q4A Q35 0 Score = 0 1 Score = 1 R102Q05211-211 Shirt Q5 Q36 0 Score = 0 1 Score = 1 R102Q07212-212 Shirt Q7 Q37 144

R220Q01213-213 South Pole- Q1Q38 0 Score = 0 1 Score = 1 R220Q02B 214-214 South Pole Q2BQ39 R220Q04215-215 South Pole Q4 Q40 R220Q05216-216 South Pole Q5 Q41 R220Q06217-217 South Pole Q6 Q42 M305Q01218-218 Map Q1Q43 M510Q01219-231 CHOICES Q1Q44 145

Between 0 and 80 or 997 or 998 or 999 99 99 M474Q01232-232 RUNNING TIME Q1 Q45 M124Q01233-233 Walking Q1Q46 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 M124Q03234-235 Walking Q3Q47 "00" or "11" or "21" or "22" or "23" or "24" or "31" or "99" or "97" 0 1 21 Score=2 22 Score=2 23 Score=2 24 Score=2 31 Score=3 9 M434Q01236-248 ROOM NUMBERS Q1 Q48 Between 0 and 80 or 997 or 999 or 998 99 99 M505Q01249-249 LITTER Q1 Q49 M462Q01250-251 THIRD SIDE Q1 Q50 "01" or "11" or "12" or "13" or "21" or "97" or "99" 01 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 M438Q01252-252 EXPORTS Q1Q51 M438Q02253-253 EXPORTS Q2Q52 146

"1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M547Q01254-266 STAIRCASE Q1 Q53 Between 0 and 80 or 997 or 998 or 999 99 99 M806Q01267-279 STEP PATTERN Q1 Q54 Between 0 and 80 or 997 or 998 or 999 99 99 CLCUSE1280-280 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2281-282 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 283-295 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 296-308 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.8 Name of Instrument: Booklet 8 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53 - like "[0-9][0-9][0-9]" 55 School ID StID School StIDStd 56-60 Student IDStID Student 147

Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_R 110-112 Reading Marker ID Marker_R Like "[2][0-8][0-9]" or "997" or "999" 99 Marker_S 113-115 Science Marker ID Marker_S Like "[3,4,7,8][0-8][0-9]" or "997" or "999" 99 S252Q01116-116 South Rainea Q1 Q1 S252Q02117-117 South Rainea Q2 Q2 S252Q03-a 118-118 South Rainea Q3 Q3a 148

S252Q03-b 119-119 South Rainea Q3 Q3b S327Q01-a 120-120 Tidal Energy Q1 Q4a 1 True 2 False S327Q01-b 121-121 Tidal Energy Q1 Q4b 1 True 2 False S327Q02122-122 Tidal Energy Q2 Q5 0 Score = 0 1 Score = 1 S326Q01123-123 MILK Q1 Q6 S326Q02124-124 MILK Q2 Q7 0 Score = 0 1 Score = 1 S326Q03125-125 MILK Q3 Q8 S326Q04-a 126-126 MILK Q4 Q9a 149

S326Q04-b 127-127 MILK Q4 Q9b S326Q04-c 128-128 MILK Q4 Q9c S133Q01129-129 Research Q1 Q10 S133Q03130-130 Research Q3 Q11 S133Q04-a 131-131 Research Q4 Q12a S133Q04-b 132-132 Research Q4 Q12b S133Q04-c 133-133 Research Q4 Q12c 150

S114Q03134-135 Greenhouse Q3 Q13 "01" or "02" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 9 S114Q04136-137 Greenhouse Q4 Q14 "01" or "02" or "03" or "11" or "12" or "13" or "14" or "15" or "21" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 14 Score = 1 15 Score = 1 21 Score = 2 9 S114Q05138-139 Greenhouse Q5 Q15 "01" or "02" or "03" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 9 S213Q01-a 140-140 Clothes Q1Q16a S213Q01-b 141-141 Clothes Q1Q16b S213Q01-c 142-142 Clothes Q1Q16c S213Q01-d 143-14lothes Q1Q16d 151

S213Q02144-144 Clothes Q2Q17 S129Q01145-145 Daylight Q1 Q18 S129Q02146-147 Daylight Q2 Q19 "01" or "02" or "03" or "04" or "11" or "12" or "13" or "21" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 04 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 S128Q01148-148 Cloning Q1Q20 S128Q02149-149 Cloning Q2Q21 S128Q03-a 150-150 Cloning Q3Q22a S128Q03-b 151-151 Cloning Q3Q22b 152

S131Q02152-153 Good Vibrations Q2Q23 "01" or "02" or "03" or "11" or "12" or "99" or "97" 01 Score=0 02 Score=0 03 Score=0 1 12 Score=1 9 S131Q04154-155 Good Vibrations Q4Q24 "01" or "02" or "03" or "04" or "11" or "99" or "97" 01 Score=0 02 Score=0 03 Score=0 04 Score=0 1 9 S256Q01156-156 Spoons Q1 Q25 S304Q01157-157 WATER Q1 Q26 S304Q02158-158 WATER Q2 Q27 S304Q03a 159-159 WATER Q3a Q28 S304Q03b 160-160 WATER Q3b Q29 S269Q01161-161 Earth Q1 Q30 153

0 Score = 0 1 Score = 1 S269Q03162-163 Earth Q3 Q31 "01" or "02" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 9 S269Q04-a 164-164 Earth Q4 Q32a S269Q04-b 165-165 Earth Q4 Q32b S269Q04-c 166-166 Earth Q4 Q32c S269Q04-d 167-167 Earth Q4 Q32d S268Q01168-168 Algae Q1 Q33 S268Q02169-170 Algae Q2 Q34 "01" or "02" or "03" or "11" or "12" or "13" or "14" or "15" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 154

12 Score = 1 13 Score = 1 14 Score = 1 15 Score = 1 9 S268Q06171-17lgae Q6 Q35 R227Q01172-172 Optician Q1 Q36 R227E02173-173 Optician Q2 example Q37Ex "1" or "n" R227Q02-a 174-174 Optician Q2 Q37a R227Q02-b 175-175 Optician Q2 Q37b R227Q02-c 176-176 Optician Q2 Q37c R227Q02-d 177-177 Optician Q2 Q37d R227Q02-e 178-178 Optician Q2 Q37e 155

R227Q02-f 179-179 Optician Q2 Q37f R227Q02-g 180-180 Optician Q2 Q37g R227Q03181-181 Optician Q3 Q38 0 Score = 0 1 Score = 1 R227Q06182-182 Optician Q6 Q39 0 Score = 0 1 Score = 1 R111Q01183-183 Exchange Q1 Q40 R111Q02B 184-184 Exchange Q2B Q41 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R111Q06A 185-185 Exchange Q6A Q42 156

R111Q06B 186-186 Exchange Q6B Q43 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R055Q01187-187 Drugged Spiders Q1Q44 R055Q02188-188 Drugged Spiders Q2Q45 0 Score = 0 1 Score = 1 R055Q03189-189 Dugged Spiders Q3 Q46 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R055Q05190-190 Drugged Spiders Q5Q47 0 Score = 0 1 Score = 1 R104Q01191-191 Telephone Q1 Q48 0 Score = 0 1 Score = 1 R104Q02192-192 Telephone Q2 Q49 0 Score = 0 1 Score = 1 R104Q05193-193 Telephone Q5 Q50 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 M800Q01194-194 COMPUTER GAME Q1 Q51 157

M421Q01195-195 HEIGHT Q1 Q52 M421Q02-a 196-196 HEIGHT Q2 Q53a 1 True 2 False M421Q02-b 197-197 HEIGHT Q2 Q53b 1 True 2 False M421Q02-c 198-198 HEIGHT Q2 Q53c 1 True 2 False M421Q02-d 199-199 HEIGHT Q2 Q53d 1 True 2 False M421Q03200-200 HEIGHT Q3 Q54 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M704Q01201-213 THE BEST CAR Q1 Q55 Between 0 and 80 or 997 or 998 or 999 99 99 158

M704Q02-a 214-226 THE BEST CAR Q2 Q56a Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-b 227-239 THE BEST CAR Q2 Q56b Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-c 240-252 THE BEST CAR Q2 Q56c Between 0 and 80 or 997 or 998 or 999 99 99 M704Q02-d 253-265 THE BEST CAR Q2 Q56d Between 0 and 80 or 997 or 998 or 999 99 99 M571Q01266-266 STOP THE CAR Q1 Q57 M559Q01267-267 TELEPHONE RATES Q1Q58 M144Q01268-280 Cube Painting Q1 Q59 Between 0 and 80 or 999 or 998 or 997 99 99 M144Q02281-29ube Painting Q2 Q60 Between 0 and 80 or 999 or 998 or 997 99 99 M144Q03294-294 Cube Painting Q3 Q61 159

M144Q04295-307 Cube Painting Q4 Q62 Between 0 and 80 or 999 or 998 or 997 99 99 CLCUSE1308-308 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2309-310 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 311-323 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 324-336 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.9 Name of Instrument: Booklet 9 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 160

DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_P 110-112 PS Marker ID Marker_P Like "[5,6,7,8][0-8][0-9]" or "997" or "999" 99 Marker_R 113-115 Reading Marker ID Marker_R Like "[2][0-8][0-9]" or "997" or "999" 99 Marker_S 116-118 Science Marker ID Marker_S Like "[3,4,7,8][0-8][0-9]" or "997" or "999" 99 S129Q01119-119 Daylight Q1 Q1 S129Q02120-121 Daylight Q2 Q2 "01" or "02" or "03" or "04" or "11" or "12" or "13" or "21" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 04 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 S128Q01122-122 Cloning Q1Q3 161

S128Q02123-12loning Q2Q4 S128Q03-a 124-124 Cloning Q3Q5a S128Q03-b 125-125 Cloning Q3Q5b S131Q02126-127 Good Vibrations Q2Q6 "01" or "02" or "03" or "11" or "12" or "99" or "97" 01 Score=0 02 Score=0 03 Score=0 1 12 Score=1 9 S131Q04128-129 Good Vibrations Q4Q7 "01" or "02" or "03" or "04" or "11" or "99" or "97" 01 Score=0 02 Score=0 03 Score=0 04 Score=0 1 9 S256Q01130-130 Spoons Q1 Q8 S304Q01131-131 WATER Q1 Q9 162

S304Q02132-132 WATER Q2 Q10 S304Q03a 133-133 WATER Q3a Q11 S304Q03b 134-134 WATER Q3b Q12 S269Q01135-135 Earth Q1 Q13 0 Score = 0 1 Score = 1 S269Q03136-137 Earth Q3 Q14 "01" or "02" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 9 S269Q04-a 138-138 Earth Q4 Q15a S269Q04-b 139-139 Earth Q4 Q15b S269Q04-c 140-140 Earth Q4 Q15c 163

S269Q04-d 141-141 Earth Q4 Q15d S268Q01142-142 Algae Q1 Q16 S268Q02143-144 Algae Q2 Q17 "01" or "02" or "03" or "11" or "12" or "13" or "14" or "15" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 14 Score = 1 15 Score = 1 9 S268Q06145-145 Algae Q6 Q18 R219Q01-a 146-146 Employment Q1 Q19a R219Q01-b 147-147 Employment Q1 Q19b R219Q01-c 148-148 Employment Q1 Q19c R219Q01-d 149-149 Employment Q1 Q19d 164

R219Q01E 150-150 Employment Q1EQ19E 0 Score = 0 1 Score = 1 R219Q02151-151 Employment Q2 Q20 0 Score = 0 1 Score = 1 R067Q01152-152 Aesop Q1 Q21 R067Q04153-153 Aesop Q4 Q22 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R067Q05154-154 Aesop Q5 Q23 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R102Q04A 155-155 Shirt Q4A Q24 0 Score = 0 1 Score = 1 R102Q05156-156 Shirt Q5 Q25 0 Score = 0 1 Score = 1 R102Q07157-157 Shirt Q7 Q26 165

R220Q01158-158 South Pole- Q1Q27 0 Score = 0 1 Score = 1 R220Q02B 159-159 South Pole Q2BQ28 R220Q04160-160 South Pole Q4 Q29 R220Q05161-161 South Pole Q5 Q30 R220Q06162-162 South Pole Q6 Q31 X430Q01163-163 Energy Needs Q1 Q32 X430Q02164-164 Energy Needs Q2 Q33 "0" or "1" or "2" or "9" or "n" 2 Score=2 X417Q01165-165 Children's Camp Q1Q34 "0" or "1" or "2" or "9" or "n" 166

2 Score=2 X412Q01166-166 Design by Numbers Q1 Q35 X412Q02167-167 Design by Numbers Q2 Q36 X412Q03168-168 Design by Numbers Q3 Q37 "0" or "1" or "2" or "9" or "n" 2 Score=2 X423Q02-a 169-169 Freezer Q2Q38a X423Q02-b 170-170 Freezer Q2Q38b X423Q02-c 171-171 Freezer Q2Q38c X423Q01-a 172-172 Freezer Q1Q39a 167

X423Q01-b 173-173 Freezer Q1Q39b X423Q01-c 174-174 Freezer Q1Q39c X423Q01-d 175-175 Freezer Q1Q39d X423Q01-e 176-176 Freezer Q1Q39e X423Q01-f 177-177 Freezer Q1Q39f X601Q01-a 178-178 Cinema Outing Q1 Q40a X601Q01-b 179-179 Cinema Outing Q1 Q40b X601Q01-c 180-180 Cinema Outing Q1 Q40c 168

X601Q01-d 181-181 Cinema Outing Q1 Q40d X601Q01-e 182-182 Cinema Outing Q1 Q40e X601Q01-f 183-18inema Outing Q1 Q40f X601Q02184-184 Cinema Outing Q2 Q41 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M413Q01185-185 EXCHANGE RATE Q1 Q42 M413Q02186-186 EXCHANGE RATE Q2 Q43 M413Q03187-188 EXCHANGE RATE Q3 Q44 "01" or "02" or "11" or "97" or "99" 01 Score=0 02 Score=0 1 9 M406Q01189-189 RUNNING TRACKS Q1 Q45 169

M406Q02190-190 RUNNING TRACKS Q2 Q46 M406Q03191-191 RUNNING TRACKS Q3 Q47 M150Q01192-192 Growing Up Q1 Q48 M150Q03193-194 Growing Up Q3 Q49 "01" or "02" or "11" or "12" or "13" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 9 M150Q02195-196 Growing Up Q2 Q50 "00" or "11" or "21" or "22" or "99" or "97" 00 Score = 0 11 Score = 1 21 Score = 2 22 Score = 2 9 M598Q01197-197 MAKING A BOOKLET Q1 Q51 M710Q01198-198 FORECAST OF RAIN Q1 Q52 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M411Q01199-199 DIVING Q1 Q53 Value Value Label 170

M411Q02200-200 DIVING Q2 Q54 CLCUSE1201-201 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2202-203 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 204-216 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 217-229 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.10 Name of Instrument: Booklet 10 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 171

9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_P 110-112 PS Marker ID Marker_P Like "[5,6,7,8][0-8][0-9]" or "997" or "999" 99 Marker_R 113-115 Reading Marker ID Marker_R Like "[2][0-8][0-9]" or "997" or "999" 99 R219Q01-a 116-116 Employment Q1 Q1a R219Q01-b 117-117 Employment Q1 Q1b R219Q01-c 118-118 Employment Q1 Q1c R219Q01-d 119-119 Employment Q1 Q1d R219Q01E 120-120 Employment Q1EQ1E 0 Score = 0 1 Score = 1 R219Q02121-121 Employment Q2 Q2 172

0 Score = 0 1 Score = 1 R067Q01122-122 Aesop Q1 Q3 R067Q04123-123 Aesop Q4 Q4 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R067Q05124-124 Aesop Q5 Q5 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R102Q04A 125-125 Shirt Q4A Q6 0 Score = 0 1 Score = 1 R102Q05126-126 Shirt Q5 Q7 0 Score = 0 1 Score = 1 R102Q07127-127 Shirt Q7 Q8 R220Q01128-128 South Pole- Q1Q9 0 Score = 0 1 Score = 1 R220Q02B 129-129 South Pole Q2BQ10 173

R220Q04130-130 South Pole Q4 Q11 R220Q05131-131 South Pole Q5 Q12 R220Q06132-132 South Pole Q6 Q13 R227Q01133-133 Optician Q1 Q14 R227E02134-134 Optician Q2 example Q15Ex "1" or "n" R227Q02-a 135-135 Optician Q2 Q15a R227Q02-b 136-136 Optician Q2 Q15b 174

R227Q02-c 137-137 Optician Q2 Q15c R227Q02-d 138-138 Optician Q2 Q15d R227Q02-e 139-139 Optician Q2 Q15e R227Q02-f 140-140 Optician Q2 Q15f R227Q02-g 141-141 Optician Q2 Q15g R227Q03142-142 Optician Q3 Q16 0 Score = 0 1 Score = 1 R227Q06143-143 Optician Q6 Q17 0 Score = 0 1 Score = 1 R111Q01144-144 Exchange Q1 Q18 175

R111Q02B 145-145 Exchange Q2B Q19 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R111Q06A 146-146 Exchange Q6A Q20 R111Q06B 147-147 Exchange Q6B Q21 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R055Q01148-148 Drugged Spiders Q1Q22 R055Q02149-149 Drugged Spiders Q2Q23 0 Score = 0 1 Score = 1 R055Q03150-150 Dugged Spiders Q3 Q24 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R055Q05151-151 Drugged Spiders Q5Q25 0 Score = 0 1 Score = 1 R104Q01152-152 Telephone Q1 Q26 0 Score = 0 176

1 Score = 1 R104Q02153-153 Telephone Q2 Q27 0 Score = 0 1 Score = 1 R104Q05154-154 Telephone Q5 Q28 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 X415Q01155-156 Transit System Q1 Q29 "01" or "02" or "11" or "12" or "13" or "21" or "22" or "97" or "99" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 22 Score = 2 9ing X414Q01157-157 Course Design Q1 Q30 "0" or "1" or "2" or "9" or "n" 2 Score=2 X402Q01158-170 Library System Q1 Q31 Between 0 and 80 or 997 or 998 or 999 99 99 X402Q02171-172 Library System Q2 Q32 "01" or "02" or "11" or "12" or "21" or "22" or "23" or "31" or "97" or "99" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 21 Score = 2 22 Score = 2 23 Score = 2 31 Score = 3 9ing X602Q01173-173 Holiday Q1Q33 0 Score = 0 1 Score = 1 177

X602Q02174-174 Holiday Q2Q34 "0" or "1" or "2" or "9" or "n" 2 Score=2 X603Q01175-175 Irrigation Q1 Q35 X603Q02-a 176-176 Irrigation Q2 Q36a 1 Will go 2 Will NOT X603Q02-b 177-177 Irrigation Q2 Q36b 1 Will go 2 Will NOT X603Q02-c 178-178 Irrigation Q2 Q36c 1 Will go 2 Will NOT X603Q03179-179 Irrigation Q3 Q37 M496Q01-a 180-180 CASH WITHDRAWAL Q1Q38a M496Q01-b 181-181 CASH WITHDRAWAL Q1Q38b M496Q01-c 182-182 CASH WITHDRAWAL Q1Q38c 178

M496Q01-d 183-18ASH WITHDRAWAL Q1Q38d M496Q02184-184 CASH WITHDRAWAL Q2Q39 M484Q01185-197 BOOKSHELVES Q1Q40 Between 0 and 80 or 997 or 998 or 999 99 99 M155Q02198-199 Pop Pyramids Q2 Q41 "00" or "11" or "12" or "13" or "21" or "99" or "97" 00 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 M155Q01200-200 Pop Pyramids Q1 Q42 0 Score = 0 1 Score = 1 M155Q03201-202 Pop Pyramids Q3 Q43 "00" or "11" or "12" or "13" or "21" or "22" or "23" or "99" or "97" 0 11 Score= 1 12 Score= 1 13 Score= 1 21 Score= 2 22 Score= 2 23 Score= 2 9 M155Q04-a 203-203 Pop Pyramids Q4 Q44a 1 True 2 False 179

M155Q04-b 204-204 Pop Pyramids Q4 Q44b 1 True 2 False M155Q04-c 205-205 Pop Pyramids Q4 Q44c 1 True 2 False M155Q04-d 206-206 Pop Pyramids Q4 Q44d 1 True 2 False M442Q02207-207 BRAILLE Q2Q45 M509Q01208-208 EARTHQUAKE Q1 Q46 M420Q01-a 209-209 TRANSPORT Q1 Q47a 1 True 2 False M420Q01-b 210-210 TRANSPORT Q1 Q47b 1 True 2 False M420Q01-c 211-211 TRANSPORT Q1 Q47c 1 True 2 False 180

M420Q01-d 212-212 TRANSPORT Q1 Q47d 1 True 2 False M468Q01213-225 SCIENCE TESTS Q1 Q48 Between 0 and 80 or 997 or 998 or 999 99 99 M447Q01226-226 TILE ARRANGE1 Q1 Q49 CLCUSE1227-227 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2228-229 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 230-242 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 243-255 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.11 Name of Instrument: Booklet 11 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" 181

StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_P 110-112 PS Marker ID Marker_P Like "[5,6,7,8][0-8][0-9]" or "997" or "999" 99 Marker_R 113-115 Reading Marker ID Marker_R Like "[2][0-8][0-9]" or "997" or "999" 99 R227Q01116-116 Optician Q1 Q1 R227E02117-117 Optician Q2 example Q2Ex "1" or "n" R227Q02-a 118-118 Optician Q2 Q2a 182

R227Q02-b 119-119 Optician Q2 Q2b R227Q02-c 120-120 Optician Q2 Q2c R227Q02-d 121-121 Optician Q2 Q2d R227Q02-e 122-122 Optician Q2 Q2e R227Q02-f 123-123 Optician Q2 Q2f R227Q02-g 124-124 Optician Q2 Q2g R227Q03125-125 Optician Q3 Q3 0 Score = 0 1 Score = 1 R227Q06126-126 Optician Q6 Q4 183

0 Score = 0 1 Score = 1 R111Q01127-127 Exchange Q1 Q5 R111Q02B 128-128 Exchange Q2B Q6 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R111Q06A 129-129 Exchange Q6A Q7 R111Q06B 130-130 Exchange Q6B Q8 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R055Q01131-131 Drugged Spiders Q1Q9 R055Q02132-132 Drugged Spiders Q2Q10 0 Score = 0 1 Score = 1 R055Q03133-133 Dugged Spiders Q3 Q11 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 184

R055Q05134-13rugged Spiders Q5Q12 0 Score = 0 1 Score = 1 R104Q01135-135 Telephone Q1 Q13 0 Score = 0 1 Score = 1 R104Q02136-136 Telephone Q2 Q14 0 Score = 0 1 Score = 1 R104Q05137-137 Telephone Q5 Q15 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 X430Q01138-138 Energy Needs Q1 Q16 X430Q02139-139 Energy Needs Q2 Q17 "0" or "1" or "2" or "9" or "n" 2 Score=2 X417Q01140-140 Children's Camp Q1Q18 "0" or "1" or "2" or "9" or "n" 2 Score=2 X412Q01141-141 Design by Numbers Q1 Q19 X412Q02142-142 Design by Numbers Q2 Q20 185

X412Q03143-143 Design by Numbers Q3 Q21 "0" or "1" or "2" or "9" or "n" 2 Score=2 X423Q02-a 144-144 Freezer Q2Q22a X423Q02-b 145-145 Freezer Q2Q22b X423Q02-c 146-146 Freezer Q2Q22c X423Q01-a 147-147 Freezer Q1Q23a X423Q01-b 148-148 Freezer Q1Q23b X423Q01-c 149-149 Freezer Q1Q23c 186

X423Q01-d 150-150 Freezer Q1Q23d X423Q01-e 151-151 Freezer Q1Q23e X423Q01-f 152-152 Freezer Q1Q23f X601Q01-a 153-15inema Outing Q1 Q24a X601Q01-b 154-154 Cinema Outing Q1 Q24b X601Q01-c 155-155 Cinema Outing Q1 Q24c X601Q01-d 156-156 Cinema Outing Q1 Q24d X601Q01-e 157-157 Cinema Outing Q1 Q24e 187

X601Q01-f 158-158 Cinema Outing Q1 Q24f X601Q02159-159 Cinema Outing Q2 Q25 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M033Q01160-160 View Room Q1 Q26 M467Q01161-161 COLOURED CANDIES Q1 Q27 M810Q01162-174 BICYCLES Q1 Q28 Between 0 and 800 or 997 or 998 or 999 99 99 M810Q02175-187 BICYCLES Q2 Q29 Between 0 and 80 or 997 or 998 or 999 99 99 M810Q03188-189 BICYCLES Q3 Q30 "00" or "11" or "12" or "21" or "97" or "99" 0 1 12 Score=1 21 Score=2 9 M833Q01-a 190-190 Seeing the Tower Q1 Q31a "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 188

3 3 4 4 5 more than 4 M833Q01-b 191-191 Seeing the Tower Q1 Q31b "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-c 192-192 Seeing the Tower Q1 Q31c "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-d 193-193 Seeing the Tower Q1 Q31d "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-e 194-194 Seeing the Tower Q1 Q31e "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M402Q01195-195 INTERNET Q1 Q32 M402Q02196-196 INTERNET Q2 Q33 M179Q01197-198 Robberies Q1 Q34 "01" or "02" or "03" or "04" or "11" or "12" or "21" 189

or "22" or "23" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 04 Score = 0 11 Score = 1 12 Score = 1 21 Score = 2 22 Score = 2 23 Score = 2 9 M464Q01199-211 FENCE Q1 Q35 Between 0 and 800 or 997 or 998 or 999 99 99 M564Q01212-212 CHAIR LIFT Q1 Q36 M564Q02213-21HAIR LIFT Q2 Q37 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M302Q01214-226 Car Drive Q1 Q38 Between 0 and 80 or 999 or 997 or 998 99 99 M302Q02227-227 Car Drive Q2 Q39 M302Q03228-228 Car Drive Q3 Q40 M603Q01-a 229-229 NUMBER CHECK Q1 Q41a 1 True 2 False 190

M603Q01-b 230-230 NUMBER CHECK Q1 Q41b 1 True 2 False M603Q01-c 231-231 NUMBER CHECK Q1 Q41c 1 True 2 False M603Q02232-244 NUMBER CHECK Q2 Q42 Between 0 and 80 or 997 or 998 or 999 99 99 M266Q01-a 245-245 Carpenter Q01 Q43a M266Q01-b 246-246 Carpenter Q01 Q43b M266Q01-c 247-247 Carpenter Q01 Q43c M266Q01-d 248-248 Carpenter Q01 Q43d M513Q01249-249 TEST SCORES Q1Q44 191

M828Q01250-250 CARBON DIOXIDE Q1 Q45 M828Q02251-251 CARBON DIOXIDE Q2 Q46 M828Q03252-252 CARBON DIOXIDE Q3 Q47 M803Q01253-265 LABELS Q1 Q48 Between 0 and 80 or 997 or 998 or 999 99 99 M273Q01266-269 Pipelines Q1 Q49 Like "[1-4,9][1-4,9][1-4,9][1-4,7,8,9]" 9997N/A 9998Invalid 9999Miss CLCUSE1270-270 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2271-272 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 273-285 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 286-298 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 192

10.1.12 Name of Instrument: Booklet 12 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_P 110-112 PS Marker ID Marker_P Like "[5,6,7,8][0-8][0-9]" or "997" or "999" 99 Marker_S 113-115 Science Marker ID Marker_S Like "[3,4,7,8][0-8][0-9]" or "997" or "999" 99 X430Q01116-116 Energy Needs Q1 Q1 X430Q02117-117 Energy Needs Q2 Q2 193

"0" or "1" or "2" or "9" or "n" 2 Score=2 X417Q01118-118 Children's Camp Q1Q3 "0" or "1" or "2" or "9" or "n" 2 Score=2 X412Q01119-119 Design by Numbers Q1 Q4 X412Q02120-120 Design by Numbers Q2 Q5 X412Q03121-121 Design by Numbers Q3 Q6 "0" or "1" or "2" or "9" or "n" 2 Score=2 X423Q02-a 122-122 Freezer Q2Q7a X423Q02-b 123-123 Freezer Q2Q7b X423Q02-c 124-124 Freezer Q2Q7c 194

X423Q01-a 125-125 Freezer Q1Q8a X423Q01-b 126-126 Freezer Q1Q8b X423Q01-c 127-127 Freezer Q1Q8c X423Q01-d 128-128 Freezer Q1Q8d X423Q01-e 129-129 Freezer Q1Q8e X423Q01-f 130-130 Freezer Q1Q8f X601Q01-a 131-131 Cinema Outing Q1 Q9a X601Q01-b 132-132 Cinema Outing Q1 Q9b 195

X601Q01-c 133-13inema Outing Q1 Q9c X601Q01-d 134-134 Cinema Outing Q1 Q9d X601Q01-e 135-135 Cinema Outing Q1 Q9e X601Q01-f 136-136 Cinema Outing Q1 Q9f X601Q02137-137 Cinema Outing Q2 Q10 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E X415Q01138-139 Transit System Q1 Q11 "01" or "02" or "11" or "12" or "13" or "21" or "22" or "97" or "99" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 22 Score = 2 9ing X414Q01140-140 Course Design Q1 Q12 "0" or "1" or "2" or "9" or "n" 2 Score=2 X402Q01141-153 Library System Q1 Q13 196

Between 0 and 80 or 997 or 998 or 999 99 99 X402Q02154-155 Library System Q2 Q14 "01" or "02" or "11" or "12" or "21" or "22" or "23" or "31" or "97" or "99" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 21 Score = 2 22 Score = 2 23 Score = 2 31 Score = 3 9ing X602Q01156-156 Holiday Q1Q15 0 Score = 0 1 Score = 1 X602Q02157-157 Holiday Q2Q16 "0" or "1" or "2" or "9" or "n" 2 Score=2 X603Q01158-158 Irrigation Q1 Q17 X603Q02-a 159-159 Irrigation Q2 Q18a 1 Will go 2 Will NOT X603Q02-b 160-160 Irrigation Q2 Q18b 1 Will go 2 Will NOT X603Q02-c 161-161 Irrigation Q2 Q18c 1 Will go 2 Will NOT 197

X603Q03162-162 Irrigation Q3 Q19 M145Q01-a 163-16ubes Q1 Q20a "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-b 164-164 Cubes Q1 Q20b "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-c 165-165 Cubes Q1 Q20c "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-d 166-166 Cubes Q1 Q20d "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-e 167-167 Cubes Q1 Q20e "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M145Q01-f 168-168 Cubes Q1 Q20f "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" M408Q01-a 169-169 LOTTERIES Q1 Q21a 1 True 2 False M408Q01-b 170-170 LOTTERIES Q1 Q21b 1 True 2 False M408Q01-c 171-171 LOTTERIES Q1 Q21c 198

1 True 2 False M408Q01-d 172-172 LOTTERIES Q1 Q21d 1 True 2 False M520Q01-a 173-185 SKATEBOARD Q1 Q22a Between 0 and 800 or 997 or 998 or 999 99 99 M520Q01-b 186-198 SKATEBOARD Q1 Q22b Between 0 and 800 or 997 or 998 or 999 99 99 M520Q02199-199 SKATEBOARD Q2 Q23 M520Q03-a 200-212 SKATEBOARD Q3 Q24a Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-b 213-225 SKATEBOARD Q3 Q24b Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-c 226-238 SKATEBOARD Q3 Q24c Between 0 and 80 or 997 or 998 or 999 99 99 M520Q03-d 239-251 SKATEBOARD Q3 Q24d Between 0 and 80 or 997 or 998 or 999 99 99 M446Q01252-252 THERMOMETER CRICKET Q1Q25 199

M446Q02253-253 THERMOMETER CRICKET Q2Q26 M192Q01-a 254-254 Containers Q1 Q27a "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M192Q01-b 255-255 Containers Q1 Q27b "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M192Q01-c 256-256 Containers Q1 Q27c "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 5 E 6 F M702Q01257-257 SUPPORT FOR PRESIDENT Q1 Q28 "0" or "1" or "2" or "9" or "n" 2 Score=2 M034Q01258-270 Bricks Q1 Q29 Between 0 and 80 or 999 or 998 or 997 99 99 M423Q01271-271 TOSSING COINS Q1 Q30 200

M555Q02-a 272-272 NUMBER CUBES Q2 Q31a M555Q02-b 273-273 NUMBER CUBES Q2 Q31b M555Q02-c 274-274 NUMBER CUBES Q2 Q31c M555Q02-d 275-275 NUMBER CUBES Q2 Q31d S252Q01276-276 South Rainea Q1 Q32 S252Q02277-277 South Rainea Q2 Q33 S252Q03-a 278-278 South Rainea Q3 Q34a 201

S252Q03-b 279-279 South Rainea Q3 Q34b S327Q01-a 280-280 Tidal Energy Q1 Q35a 1 True 2 False S327Q01-b 281-281 Tidal Energy Q1 Q35b 1 True 2 False S327Q02282-282 Tidal Energy Q2 Q36 0 Score = 0 1 Score = 1 S326Q01283-283 MILK Q1 Q37 S326Q02284-284 MILK Q2 Q38 0 Score = 0 1 Score = 1 S326Q03285-285 MILK Q3 Q39 S326Q04-a 286-286 MILK Q4 Q40a 202

S326Q04-b 287-287 MILK Q4 Q40b S326Q04-c 288-288 MILK Q4 Q40c S133Q01289-289 Research Q1 Q41 S133Q03290-290 Research Q3 Q42 S133Q04-a 291-291 Research Q4 Q43a S133Q04-b 292-292 Research Q4 Q43b S133Q04-c 293-293 Research Q4 Q43c S114Q03294-295 Greenhouse Q3 Q44 "01" or "02" or "11" or "12" or "99" or "97" 01 Score = 0 203

02 Score = 0 11 Score = 1 12 Score = 1 9 S114Q04296-297 Greenhouse Q4 Q45 "01" or "02" or "03" or "11" or "12" or "13" or "14" or "15" or "21" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 14 Score = 1 15 Score = 1 21 Score = 2 9 S114Q05298-299 Greenhouse Q5 Q46 "01" or "02" or "03" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 9 S213Q01-a 300-300 Clothes Q1Q47a S213Q01-b 301-301 Clothes Q1Q47b S213Q01-c 302-302 Clothes Q1Q47c S213Q01-d 303-30lothes Q1Q47d S213Q02304-304 Clothes Q2Q48 204

CLCUSE1305-305 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2306-307 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 308-320 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 321-333 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.13 Name of Instrument: Booklet 13 Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 205

9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_P 110-112 PS Marker ID Marker_P Like "[5,6,7,8][0-8][0-9]" or "997" or "999" 99 Marker_S 113-115 Science Marker ID Marker_S Like "[3,4,7,8][0-8][0-9]" or "997" or "999" 99 X415Q01116-117 Transit System Q1 Q1 "01" or "02" or "11" or "12" or "13" or "21" or "22" or "97" or "99" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 22 Score = 2 9ing X414Q01118-118 Course Design Q1 Q2 "0" or "1" or "2" or "9" or "n" 2 Score=2 X402Q01119-131 Library System Q1 Q3 Between 0 and 80 or 997 or 998 or 999 99 99 X402Q02132-133 Library System Q2 Q4 "01" or "02" or "11" or "12" or "21" or "22" or "23" or "31" or "97" or "99" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 21 Score = 2 22 Score = 2 23 Score = 2 31 Score = 3 9ing 206

X602Q01134-134 Holiday Q1Q5 0 Score = 0 1 Score = 1 X602Q02135-135 Holiday Q2Q6 "0" or "1" or "2" or "9" or "n" 2 Score=2 X603Q01136-136 Irrigation Q1 Q7 X603Q02-a 137-137 Irrigation Q2 Q8a 1 Will go 2 Will NOT X603Q02-b 138-138 Irrigation Q2 Q8b 1 Will go 2 Will NOT X603Q02-c 139-139 Irrigation Q2 Q8c 1 Will go 2 Will NOT X603Q03140-140 Irrigation Q3 Q9 M033Q01141-141 View Room Q1 Q10 207

M467Q01142-142 COLOURED CANDIES Q1 Q11 M810Q01143-155 BICYCLES Q1 Q12 Between 0 and 800 or 997 or 998 or 999 99 99 M810Q02156-168 BICYCLES Q2 Q13 Between 0 and 80 or 997 or 998 or 999 99 99 M810Q03169-170 BICYCLES Q3 Q14 "00" or "11" or "12" or "21" or "97" or "99" 0 1 12 Score=1 21 Score=2 9 M833Q01-a 171-171 Seeing the Tower Q1 Q15a "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-b 172-172 Seeing the Tower Q1 Q15b "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-c 173-173 Seeing the Tower Q1 Q15c "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-d 174-174 Seeing the Tower Q1 Q15d 208

"1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M833Q01-e 175-175 Seeing the Tower Q1 Q15e "1" or "2" or "3" or "4" or "8" or "5" or "9" or "n" 1 1 2 2 3 3 4 4 5 more than 4 M402Q01176-176 INTERNET Q1 Q16 M402Q02177-177 INTERNET Q2 Q17 M179Q01178-179 Robberies Q1 Q18 "01" or "02" or "03" or "04" or "11" or "12" or "21" or "22" or "23" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 04 Score = 0 11 Score = 1 12 Score = 1 21 Score = 2 22 Score = 2 23 Score = 2 9 M464Q01180-192 FENCE Q1 Q19 Between 0 and 800 or 997 or 998 or 999 99 99 M564Q01193-19HAIR LIFT Q1 Q20 M564Q02194-194 CHAIR LIFT Q2 Q21 209

"1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M305Q01195-195 Map Q1Q22 M510Q01196-208 CHOICES Q1Q23 Between 0 and 80 or 997 or 998 or 999 99 99 M474Q01209-209 RUNNING TIME Q1 Q24 M124Q01210-210 Walking Q1Q25 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 M124Q03211-212 Walking Q3Q26 "00" or "11" or "21" or "22" or "23" or "24" or "31" or "99" or "97" 0 1 21 Score=2 22 Score=2 23 Score=2 24 Score=2 31 Score=3 9 M434Q01213-225 ROOM NUMBERS Q1 Q27 Between 0 and 80 or 997 or 999 or 998 99 99 M505Q01226-226 LITTER Q1 Q28 210

M462Q01227-228 THIRD SIDE Q1 Q29 "01" or "11" or "12" or "13" or "21" or "97" or "99" 01 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 M438Q01229-229 EXPORTS Q1Q30 M438Q02230-230 EXPORTS Q2Q31 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M547Q01231-243 STAIRCASE Q1 Q32 Between 0 and 80 or 997 or 998 or 999 99 99 M806Q01244-256 STEP PATTERN Q1 Q33 Between 0 and 80 or 997 or 998 or 999 99 99 S129Q01257-257 Daylight Q1 Q34 S129Q02258-259 Daylight Q2 Q35 "01" or "02" or "03" or "04" or "11" or "12" or "13" or "21" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 04 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 211

S128Q01260-260 Cloning Q1Q36 S128Q02261-261 Cloning Q2Q37 S128Q03-a 262-262 Cloning Q3Q38a S128Q03-b 263-26loning Q3Q38b S131Q02264-265 Good Vibrations Q2Q39 "01" or "02" or "03" or "11" or "12" or "99" or "97" 01 Score=0 02 Score=0 03 Score=0 1 12 Score=1 9 S131Q04266-267 Good Vibrations Q4Q40 "01" or "02" or "03" or "04" or "11" or "99" or "97" 01 Score=0 02 Score=0 03 Score=0 04 Score=0 1 9 S256Q01268-268 Spoons Q1 Q41 Value Value Label 212

S304Q01269-269 WATER Q1 Q42 S304Q02270-270 WATER Q2 Q43 S304Q03a 271-271 WATER Q3a Q44 S304Q03b 272-272 WATER Q3b Q45 S269Q01273-273 Earth Q1 Q46 0 Score = 0 1 Score = 1 S269Q03274-275 Earth Q3 Q47 "01" or "02" or "11" or "12" or "99" or "97" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 9 S269Q04-a 276-276 Earth Q4 Q48a S269Q04-b 277-277 Earth Q4 Q48b 213

S269Q04-c 278-278 Earth Q4 Q48c S269Q04-d 279-279 Earth Q4 Q48d S268Q01280-280 Algae Q1 Q49 S268Q02281-282 Algae Q2 Q50 "01" or "02" or "03" or "11" or "12" or "13" or "14" or "15" or "99" or "97" 01 Score = 0 02 Score = 0 03 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 14 Score = 1 15 Score = 1 9 S268Q06283-283 Algae Q6 Q51 CLCUSE1284-284 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2285-286 Effort-exampleEffortExmpl "10" or "97" 10 10 214

CLCUSE3-a 287-299 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 300-312 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.14 Name of Instrument: Booklet UH Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 Marker_M 107-109 Maths Marker ID Marker_M Like "[1,4,6,7][0-8][0-9]" or "997" or "999" 99 Marker_P 110-112 PS Marker ID Marker_P Like "[5,6,7,8][0-8][0-9]" or "997" or "999" Value 99 Value Label Marker_R 113-115 Reading Marker ID Marker_R 215

Like "[2][0-8][0-9]" or "997" or "999" 99 Marker_S 116-118 Science Marker ID Marker_S Like "[3,4,7,8][0-8][0-9]" or "997" or "999" 99 X601Q01-a 119-119 Cinema Outing Q1 Q1a X601Q01-b 120-120 Cinema Outing Q1 Q1b X601Q01-c 121-121 Cinema Outing Q1 Q1c X601Q01-d 122-122 Cinema Outing Q1 Q1d X601Q01-e 123-12inema Outing Q1 Q1e X601Q01-f 124-124 Cinema Outing Q1 Q1f X601Q02125-125 Cinema Outing Q2 Q2 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 216

5 E X430Q01126-126 Energy Needs Q1 Q3 X430Q02127-127 Energy Needs Q2 Q4 "0" or "1" or "2" or "9" or "n" 2 Score=2 X415Q01128-129 Transit System Q1 Q5 "01" or "02" or "11" or "12" or "13" or "21" or "22" or "97" or "99" 01 Score = 0 02 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 22 Score = 2 9ing R219Q01-a 130-130 Employment Q1 Q6a R219Q01-b 131-131 Employment Q1 Q6b R219Q01-c 132-132 Employment Q1 Q6c R219Q01-d 133-133 Employment Q1 Q6d R219Q01E 134-134 Employment Q1EQ6E 0 Score = 0 1 Score = 1 R219Q02135-135 Employment Q2 Q7 217

0 Score = 0 1 Score = 1 R055Q01136-136 Drugged Spiders Q1Q8 R055Q02137-137 Drugged Spiders Q2Q9 0 Score = 0 1 Score = 1 R055Q03138-138 Dugged Spiders Q3 Q10 "0" or "1" or "2" or "9" or "n" 0 Score = 0 1 Score = 1 2 Score = 2 R055Q05139-139 Drugged Spiders Q5Q11 0 Score = 0 1 Score = 1 M800Q01140-140 COMPUTER GAME Q1 Q12 M462Q01141-142 THIRD SIDE Q1 Q13 "01" or "11" or "12" or "13" or "21" or "97" or "99" 01 Score = 0 11 Score = 1 12 Score = 1 13 Score = 1 21 Score = 2 9 M564Q01143-14HAIR LIFT Q1 Q14 Value Value Label 218

M564Q02144-144 CHAIR LIFT Q2 Q15 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 5 E M413Q01145-145 EXCHANGE RATE Q1 Q16 M413Q02146-146 EXCHANGE RATE Q2 Q17 M413Q03147-148 EXCHANGE RATE Q3 Q18 "01" or "02" or "11" or "97" or "99" 01 Score=0 02 Score=0 1 9 S252Q01149-149 South Rainea Q1 Q19 S252Q02150-150 South Rainea Q2 Q20 S252Q03-a 151-151 South Rainea Q3 Q21a S252Q03-b 152-152 South Rainea Q3 Q21b 219

S133Q01153-153 Research Q1 Q22 S133Q03154-154 Research Q3 Q23 S133Q04-a 155-155 Research Q4 Q24a S133Q04-b 156-156 Research Q4 Q24b S133Q04-c 157-157 Research Q4 Q24c S269Q01158-158 Earth Q1 Q25 0 Score = 0 1 Score = 1 S256Q01159-159 Spoons Q1 Q26 Value Value Label 220

CLCUSE1160-160 Calculator UseCalc_use "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 No calculator 2 A Simple calculator 3 A Scientific calculator 4 A Programmable calculator 5 A Graphics calculator CLCUSE2161-162 Effort-exampleEffortExmpl "10" or "97" 10 10 CLCUSE3-a 163-175 Effort-real Efforta Between 1 and 10 or 997 or 998 or 999 99 99 CLCUSE3-b 176-188 Effort-real Effortb Between 1 and 10 or 997 or 998 or 999 99 99 10.1.15 Name of Instrument: EC_ICT Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear 221

Like "[8][0-9]"or "97" or "98" or "99" 9 9 EC01Q01107-107 Miss two months <ISCED 1> Q1 EC1 "1" or "2" or "3" or "8" or "9" or "n" 1 No, never 2 Yes, once 3 Yes, twice or more EC02Q01108-108 Miss two months <ISCED 2> Q2 EC2 "1" or "2" or "3" or "8" or "9" or "n" 1 No, never 2 Yes, once 3 Yes, twice or more EC03Q01109-109 Change while in <ISCED 1> Q3 EC3 "1" or "2" or "3" or "8" or "9" or "n" 1 No, all <ISCED 1> same school 2 Yes, changed once 3 Yes, changed twice or more EC04Q01110-110 Change while in <ISCED 2> Q4 EC4 "1" or "2" or "3" or "8" or "9" or "n" 1 No, all <ISCED 1> same school 2 Yes, changed once 3 Yes, changed twice or more EC05Q01111-111 Changed <study programme> since <Grad EC5 EC06Q01112-112 Type <Mathematics class> Q6 EC6 "1" or "2" or "3" or "8" or "9" or "n" 1 <high level> 2 <medium level> 3 <basic level> EC07Q01113-125 Mark in <Mathematics> Q7 EC7A Between 0 and 100 or 997 or 998 or 999 99 99 EC07Q02126-126 Pass mark in Maths Q7 EC7B 222

t or above <pass mark> elow <pass mark> EC08Q01127-130 Job at 30 Q8 EC8 Like "[0-9][0-9][0-9][0-9]" 9997N/A 9998Invalid 9999Miss IC01Q01131-13vailable at home IC1a IC1a IC01Q02132-132 Available at school IC1b IC1b IC01Q03133-133 Available at other places IC1c IC1c IC02Q01134-134 Used computer IC2IC2 IC03Q01135-135 How long using computers Q3 IC3 1 Less than 1 year 2 1 to 3 years 3 3 to 5 years 4 More than 5 years IC04Q01136-136 Use often at home IC4a IC4a "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never 223

IC04Q02137-137 Use often at school IC4b IC4b "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC04Q03138-138 Use often at other places IC4c IC4c "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q01139-139 How often information IC5a IC5a "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q02140-140 How often games IC5b IC5b "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q03141-141 How often Word IC5c IC5c "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q04142-142 How often group IC5d IC5d "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never 224

IC05Q05143-143 How often spreadsheets IC5e IC5e "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q06144-144 How often Internet software? IC5fIC5f "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q07145-145 How often graphics IC5g IC5g "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q08146-146 How often educ software IC5h IC5h "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q09147-147 How often learning IC5i IC5i "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q10148-148 How often download music IC5jIC5j "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q11149-149 How often programming IC5k IC5k 225

"1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC05Q12150-150 How often chatrooms IC5l IC5l "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" lmost every day 2 A few times each week 3 Between 1 pwk & 1 pmn 4 Less than 1 pmn 5 Never IC06Q01151-151 How well start game IC6a IC6a 1 Can do well 2 Can do with help annot do on t know IC06Q02152-152 How well antiviruses IC6bIC6b 1 Can do well 2 Can do with help annot do on t know IC06Q03153-153 How well open file IC6c IC6c 1 Can do well 2 Can do with help annot do on t know IC06Q04154-154 How well edit IC6d IC6d 1 Can do well 2 Can do with help annot do on t know IC06Q05155-155 How well scroll IC6e IC6e 1 Can do well 2 Can do with help annot do on t know 226

IC06Q06156-156 How well addresses IC6f IC6f 1 Can do well 2 Can do with help annot do on t know IC06Q07157-157 How well copy IC6g IC6g 1 Can do well 2 Can do with help annot do on t know IC06Q08158-158 How well save IC6h IC6h 1 Can do well 2 Can do with help annot do on t know IC06Q09159-159 How well print IC6i IC6i 1 Can do well 2 Can do with help annot do on t know IC06Q10160-160 How well delete IC6j IC6j 1 Can do well 2 Can do with help annot do on t know IC06Q11161-161 How well move IC6k IC6k 1 Can do well 2 Can do with help annot do on t know IC06Q12162-162 How well Internet IC6l IC6l 227

1 Can do well 2 Can do with help annot do on t know IC06Q13163-163 How well download file IC6m IC6m 1 Can do well 2 Can do with help annot do on t know IC06Q14164-164 How well attach IC6n IC6n 1 Can do well 2 Can do with help annot do on t know IC06Q15165-165 How well program IC6oIC6o 1 Can do well 2 Can do with help annot do on t know IC06Q16166-166 How well spreadsheet plot IC6p IC6p 1 Can do well 2 Can do with help annot do on t know IC06Q17167-167 How well PowerPoint IC6q IC6q 1 Can do well 2 Can do with help annot do on t know IC06Q18168-168 How well games IC6r IC6r 1 Can do well 2 Can do with help annot do on t know 228

IC06Q19169-169 How well download music IC6s IC6s 1 Can do well 2 Can do with help annot do on t know IC06Q20170-170 How well multimedia IC6t IC6t 1 Can do well 2 Can do with help annot do on t know IC06Q21171-171 How well draw IC6u IC6u 1 Can do well 2 Can do with help annot do on t know IC06Q22172-172 How well emails IC6v IC6v 1 Can do well 2 Can do with help annot do on t know IC06Q23173-173 How well web page IC6w IC6w 1 Can do well 2 Can do with help annot do on t know IC07Q01174-174 Feel important IC7a IC7a 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree IC07Q02175-175 Feel fun IC7b IC7b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree 229

IC07Q03176-176 Feel interested IC7cIC7c 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree IC07Q04177-177 Feel forget time IC7d IC7d 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree IC08Q01178-178 Learn Computer IC8 IC8 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 My school 2 My friends 3 My family 4 Taught myself 5 Others IC09Q01179-179 Learn Internet IC9 IC9 "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 1 Don t know how to use 2 My school 3 My friends 4 My family 5 Taught myself 6 Others 10.1.16 Name of Instrument: School Questionnaire Primary Keys are: StIDStrt, StIDSch, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" SC01Q01 56-56 School location Q1Q1 "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 Village (less 3 000) 2 Small town (3 000 to 15 000) 3 Town (15 000 to 100 000) 4 City (100 000 to 1 000 000) 5 Large city (more 1 000 000) 230

SC02Q01 57-69 Number of boys Q2aQ2a Between 0 and 9000 or 997 or 998 or 999 99 99 SC02Q02 70-82 Number of girls Q2b Q2b Between 0 and 9000 or 997 or 998 or 999 99 99 SC03Q01 83-83 Public or private Q3 Q3 1 Public 2 Private SC04Q01 84-96 Funding Government Q4aQ4a Between 0 and 100 or 997 or 998 or 999 99 99 SC04Q02 97-109 Funding Student fees Q4b Q4b Between 0 and 100 or 997 or 998 or 999 99 99 SC04Q03110-122 Funding Benefactors Q4c Q4c Between 0 and 100 or 997 or 998 or 999 99 99 SC04Q04123-135 Funding Other Q4d Q4d Between 0 and 100 or 997 or 998 or 999 99 99 SC05Q01136-136 Grade 1 Q5a Q5a SC05Q02137-137 Grade 2 Q5b Q5b 231

SC05Q03138-138 Grade 3 Q5c Q5c SC05Q04139-139 Grade 4 Q5d Q5d SC05Q05140-140 Grade 5 Q5e Q5e SC05Q06141-141 Grade 6 Q5f Q5f SC05Q07142-142 Grade 7 Q5g Q5g SC05Q08143-143 Grade 8 Q5h Q5h SC05Q09144-144 Grade 9 Q5i Q5i SC05Q10145-145 Grade 10 Q5j Q5j 232

SC05Q11146-146 Grade 11 Q5k Q5k SC05Q12147-147 Grade 12 Q5l Q5l SC05Q13148-148 Grade 13 Q5m Q5m SC05Q14149-149 Ungraded school Q5n Q5n SC06Q01150-162 Repeat <grade> at <ISCED2> Q6a Q6a Between 0 and 100 or 997 or 998 or 999 99 99 SC06Q02163-175 Repeat <grade> at <ISCED3> Q6b Q6b Between 0 and 100 or 997 or 998 or 999 99 99 SC07Q11176-188 Instructional weeks <Prog 1> Q7a1 Q7a1 Between 0 and 52 or 997 or 998 or 999 99 99 SC07Q12189-201 Instructional weeks <Prog 2> Q7a2 Q7a2 Between 0 and 52 or 997 or 998 or 999 99 99 SC07Q13202-214 Instructional weeks <Prog 3> Q7a3 Q7a3 Between 0 and 52 or 997 or 998 or 999 99 233

99 SC07Q14215-227 Instructional weeks <Prog 4> Q7a4 Q7a4 Between 0 and 52 or 997 or 998 or 999 99 99 SC07Q21228-240 Hours in total <Prog 1> Q7b1 Q7b1 Between 0 and 60 or 997 or 998 or 999 99 99 SC07Q22241-253 Hours in total <Prog 2> Q7b2 Q7b2 Between 0 and 60 or 997 or 998 or 999 99 99 SC07Q23254-266 Hours in total <Prog 3> Q7b3 Q7b3 Between 0 and 60 or 997 or 998 or 999 99 99 SC07Q24267-279 Hours in total <Prog 4> Q7b4 Q7b4 Between 0 and 60 or 997 or 998 or 999 99 99 SC07Q31280-292 Instructional hours <Prog 1> Q7c1 Q7c1 Between 0 and 60 or 997 or 998 or 999 99 99 SC07Q32293-305 Instructional hours <Prog 2> Q7c2 Q7c2 Between 0 and 60 or 997 or 998 or 999 99 99 SC07Q33306-318 Instructional hours <Prog 3> Q7c3 Q7c3 Between 0 and 60 or 997 or 998 or 999 99 99 SC07Q34319-331 Instructional hours <Prog 4> Q7c4 Q7c4 Between 0 and 60 or 997 or 998 or 999 99 99 SC08Q01332-332 Shortage Maths teach. Q8aQ8a 1 Not at all 2 Very little 234

3 To some extent 4 A lot SC08Q02333-333 Shortage Sci teach. Q8b Q8b 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q03334-334 Shortage test_lang. teach. Q8c Q8c 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q04335-335 Shortage oth nat_lang. teach. Q8d Q8d 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q05336-336 Shortage forn_lang. teach. Q8e Q8e 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q06337-337 Shortage exper. teach. Q8f Q8f 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q07338-338 Shortage emerg. teach. Q8g Q8g 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q08339-339 Shortage supp personnel Q8h Q8h 235

1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q09340-340 Shortage textbooks Q8iQ8i 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q10341-341 Shortage supplies Q8j Q8j 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q11342-342 Shortage buildings Q8kQ8k 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q12343-343 Shortage heating Q8l Q8l 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q13344-344 Shortage classrooms Q8m Q8m 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q14345-345 Shortage special equipment Q8nQ8n 1 Not at all 2 Very little 3 To some extent 4 A lot 236

SC08Q15346-346 Shortage computers Q8oQ8o 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q16347-347 Shortage computer software Q8pQ8p 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q17348-348 Shortage calculators Q8q Q8q 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q18349-349 Shortage library material Q8r Q8r 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q19350-350 Shortage audio-vidio Q8s Q8s 1 Not at all 2 Very little 3 To some extent 4 A lot SC08Q20351-351 Shortage lab equipment Q8t Q8t 1 Not at all 2 Very little 3 To some extent 4 A lot SC09Q01352-364 Computers altogether Q9a Q9a Between 0 and 9000 or 997 or 998 or 999 99 237

99 SC09Q02365-377 Computers students Q9bQ9b Between 0 and 9000 or 997 or 998 or 999 99 99 SC09Q03378-390 Computers teachers Q9cQ9c Between 0 and 9000 or 997 or 998 or 999 99 99 SC09Q04391-40omputers admin Q9d Q9d Between 0 and 9000 or 997 or 998 or 999 99 99 SC09Q05404-416 Computers with Web Q9eQ9e Between 0 and 9000 or 997 or 998 or 999 99 99 SC09Q06417-429 Computers with LAN Q9fQ9f Between 0 and 9000 or 997 or 998 or 999 99 99 SC10Q01430-430 Admittance Residence Q10aQ10a 1 Prerequisite 2 High priority onsidered 4 Not considered SC10Q02431-43dmittance Student Record Q10bQ10b 1 Prerequisite 2 High priority onsidered 4 Not considered SC10Q03432-432 Admittance Recommendation Q10cQ10c 1 Prerequisite 2 High priority onsidered 4 Not considered SC10Q04433-433 Admittance Parents endorsement Q10d Q10d 238

1 Prerequisite 2 High priority onsidered 4 Not considered SC10Q05434-434 Admittance Special programme Q10eQ10e 1 Prerequisite 2 High priority onsidered 4 Not considered SC10Q06435-435 Admittance Family preference Q10f Q10f 1 Prerequisite 2 High priority onsidered 4 Not considered SC10Q07436-436 <Country Specific> Q10g Q10g 1 Prerequisite 2 High priority onsidered 4 Not considered SC11Q01437-437 Students enjoy Q11a Q11a 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree SC11Q02438-438 Students enthusiasm Q11b Q11b 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree SC11Q03439-439 Students take pride Q11c Q11c 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree 239

SC11Q04440-440 Students value academic Q11d Q11d 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree SC11Q05441-441 Students respectful Q11e Q11e 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree SC11Q06442-442 Students value education Q11f Q11f 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree SC11Q07443-443 Students learn Q11g Q11g 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree SC12Q01444-444 Standardised test Q12aQ12a "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 Never 2 1 to 2 times a year 3 3 to 5 times a year 4 Monthly 5 More once a month SC12Q02445-445 Teacher's test Q12b Q12b "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 Never 2 1 to 2 times a year 3 3 to 5 times a year 4 Monthly 5 More once a month SC12Q03446-446 Teacher's ratings Q12cQ12c "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 240

1 Never 2 1 to 2 times a year 3 3 to 5 times a year 4 Monthly 5 More once a month SC12Q04447-447 Students' portfolios Q12d Q12d "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 Never 2 1 to 2 times a year 3 3 to 5 times a year 4 Monthly 5 More once a month SC12Q05448-448 Student assignments Q12e Q12e "1" or "2" or "3" or "4" or "5" or "8" or "9" or "n" 1 Never 2 1 to 2 times a year 3 3 to 5 times a year 4 Monthly 5 More once a month SC13Q01449-449 Assessment inform parents Q13a Q13a SC13Q02450-450 Assessment retention Q13bQ13b SC13Q03451-45ssessment group students Q13c Q13c SC13Q04452-452 Assessment compare to national Q13d Q13d SC13Q05453-453 Assessment school s progress Q13e Q13e 241

SC13Q06454-454 Assessment teachers effectiveness Q Q13f SC13Q07455-455 Assessment to improve curriculum Q1 Q13g SC13Q08456-456 Assessment compare to other schools Q Q13h SC14Q01457-457 Language Percent Q14 Q14 1 40% or more 2 more 20% less 40% 3 more 10% less 20% 4 Less than 10% SC15Q01458-458 Separate subject Q15a Q15a 1 No 2 Yes for one 3 Yes for 2 or more 4 Not Applicable SC15Q02459-459 Other parts Q15b Q15b 1 No 2 Yes for one 3 Yes for 2 or more 4 Not Applicable SC16Q01460-460 Streaming by levels Q16a Q16a "1" or "2" or "3" or "8" or "9" or "n" 1 For all classes 2 For some classes 3 Not for any classes 242

SC16Q02461-461 Streaming by content Q16bQ16b "1" or "2" or "3" or "8" or "9" or "n" 1 For all classes 2 For some classes 3 Not for any classes SC16Q03462-462 Grouped by Ability Q16c Q16c "1" or "2" or "3" or "8" or "9" or "n" 1 For all classes 2 For some classes 3 Not for any classes SC16Q04463-463 Not grouped by ability Q16d Q16d "1" or "2" or "3" or "8" or "9" or "n" 1 For all classes 2 For some classes 3 Not for any classes SC17Q01464-464 Enrichment Mathematics Q17a Q17a SC17Q02465-465 Remedial mathematics Q17b Q17b SC17Q03466-466 Mathematics competitions Q17c Q17c SC17Q04467-467 Mathematics Clubs Q17dQ17d SC17Q05468-468 Computer clubs Q17e Q17e 243

SC18Q11469-481 Ftime teach in TOTAL Q18a1Q18a1 Between 0 and 800 or 997 or 998 or 999 99 99 SC18Q21482-494 Ptime teach in TOTAL Q18a2Q18a2 Between 0 and 800 or 997 or 998 or 999 99 99 SC18Q12495-507 Ftime teach fully certified Q18b1Q18b1 Between 0 and 800 or 997 or 998 or 999 99 99 SC18Q22508-520 Ptime teach fully certified Q18b2Q18b2 Between 0 and 800 or 997 or 998 or 999 99 99 SC18Q13521-533 Ftime teach ISCED5A pedag Q18c1 Q18c1 Between 0 and 200 or 997 or 998 or 999 99 99 SC18Q23534-546 Ptime teach ISCED5A pedag Q18c2 Q18c2 Between 0 and 200 or 997 or 998 or 999 99 99 SC19Q11547-559 Ftime Maths teach Q19a1 Q19a1 Between 0 and 200 or 997 or 998 or 999 99 99 SC19Q21560-572 Ptime Maths teach Q19a2 Q19a2 Between 0 and 200 or 997 or 998 or 999 99 99 SC19Q12573-585 Ftime teach ISCED5A Maths Q19b1 Q19b1 Between 0 and 200 or 997 or 998 or 999 99 99 SC19Q22586-598 Ptime teach ISCED5A Maths Q19b2 Q19b2 Between 0 and 200 or 997 or 998 or 999 244

99 99 SC19Q13599-611 Ftime Maths teach ISCED5A no major Q1 Q19c1 Between 0 and 200 or 997 or 998 or 999 99 99 SC19Q23612-624 Ptime Maths teach ISCED5A no major Q1 Q19c2 Between 0 and 200 or 997 or 998 or 999 99 99 SC19Q14625-637 Ftime Maths teach ISCED5A pedag Q19d1 Q19d1 Between 0 and 200 or 997 or 998 or 999 99 99 SC19Q24638-650 Ptime Maths teach ISCED5A pedag Q19d2 Q19d2 Between 0 and 200 or 997 or 998 or 999 99 99 SC19Q15651-663 Ftime Maths teach ISCED5B Q19e1 Q19e1 Between 0 and 200 or 997 or 998 or 999 99 99 SC19Q25664-676 Ptime Maths teach ISCED5B Q19e2 Q19e2 Between 0 and 200 or 997 or 998 or 999 99 99 SC20Q01677-677 By students' achievement Q20aQ20a SC20Q02678-678 By teacher review Q20b Q20b SC20Q03679-679 By principal Q20c Q20c 245

SC20Q04680-680 By inspectors Q20d Q20d SC21Q01681-681 Innovative teachers Q21a Q21a 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC21Q02682-682 Traditional teachers Q21bQ21b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC21Q03683-683 Innovation disagreements Q21c Q21c 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC22Q01684-684 Require high achievement Q22a Q22a 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC22Q02685-685 Adapt standards Q22b Q22b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC22Q03686-686 Frequent disagreements Q22c Q22c 1 Strongly agree 2 Agree 3 Disagree 246

4 Strongly disagree SC23Q01687-687 Goals social development Q23a Q23a 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC23Q02688-688 Goals Maths skills Q23b Q23b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC23Q03689-689 Goals disagreements Q23c Q23c 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC24Q01690-690 High morale Q24a Q24a 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC24Q02691-691 Enthusiasm Q24b Q24b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC24Q03692-692 Pride in school Q24c Q24c 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC24Q04693-693 Academic Achievement Q24d Q24d 247

1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree SC25Q01694-694 Low expectations Q25a Q25a 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q02695-695 Student absenteeism Q25b Q25b 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q03696-696 Stud-teacher relations Q25c Q25c 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q04697-697 Disruption of Classes Q25dQ25d 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q05698-698 Not meeting needs Q25eQ25e 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q06699-699 Teacher absenteeism Q25f Q25f 1 Not at all 2 Very Little 3 To some extent 4 A lot 248

SC25Q07700-700 Skipping classes Q25g Q25g 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q08701-701 Lack of respect Q25h Q25h 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q09702-702 Resisting change Q25i Q25i 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q10703-703 Use of alcohol Q25j Q25j 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q11704-704 Teacher strictness Q25k Q25k 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q12705-705 Bullying Q25l Q25l 1 Not at all 2 Very Little 3 To some extent 4 A lot SC25Q13706-706 Lack encouragement Q25m Q25m 1 Not at all 2 Very Little 3 To some extent 249

4 A lot SC26Q01707-711 Hiring teachers Q26a Q26a Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q02712-716 Firing teachers Q26b Q26b Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q03717-721 Teacher salaries Q26c Q26c Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q04722-726 Salary increase Q26d Q26d Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q05727-731 Budget formulation Q26e Q26e Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q06732-736 Budget allocation Q26fQ26f Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q07737-741 Disciplinary policies Q26gQ26g Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q08742-746 Assessment policies Q26h Q26h Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q09747-751 Student admittance Q26i Q26i Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 250

1 Tick Tick SC26Q10752-756 Textbooks Q26jQ26j Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q11757-761 Course content Q26k Q26k Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC26Q12762-766 Course offer Q26l Q26l Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC27Q01767-770 Decision making national Q27aQ27a Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC27Q02771-77ecision making local Q27b Q27b Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC27Q03775-778 Decision making employers Q27cQ27c Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC27Q04779-782 Decision making parents Q27d Q27d Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC27Q05783-786 Decision making teachers Q27e Q27e Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC27Q06787-790 Decision making students Q27fQ27f 251

Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick SC27Q07791-79ecision making external Q27g Q27g Like "[1,2,8,n][1,2,8,n][1,2,8,n][1,2,8,n]" 1 Tick Tick 10.1.17 Name of Instrument: Student Questionnaire Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStID Strata like "[0-9][0-9]" StIDSch 53-55 School ID StID School like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStID Student Like "[0-9][0-9][0-9][0-9][0-9]" Fname 61-80 Student Family Name Surname Gname 81-100 Given NameGiven Name DateDay101-10ooklet Day of Birth DateDay Like "[0][1-9]" or like "[1-2][0-9]" or like "[3][0-1]" or "97" or "98" or "99" 9 9 DateMnth 103-104 Booklet Month of BirthDateMnth Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 DateYear 105-106 Booklet Year of Birth DateYear Like "[8][0-9]"or "97" or "98" or "99" 9 9 ST01Q01107-119 Grade Q1a Q1a Between 1 and 13 or 97 or 98 or 99 9 9 ST01Q02120-121 <Programme> Q1b Q1b Between "01" and "80" or "97" or "98" or "99" 9 9 252

ST02Q01122-123 Birth Day Q1Day Q2a Like "[0][1-9]" or like "[1,2][0-9]" or like "[3][0,1]" or "97" or "98" or "99" 9 9 ST02Q02124-125 Birth Month Q1Month Q2b Like "[0][1-9]" or like "[1][0-2]" or "97" or "98" or "99" 9 9 ST02Q03126-127 Birth Year Q1Year Q2c Like "[8][0-9]"or "97" or "98" or "99" 9 9 ST03Q01128-128 Sex Q3Q3 1 Female 2 Male ST04Q01129-129 Lives at home Mother Q4a Q4a "1" or "2" or "8" or "n" 1 Tick Tick ST04Q02130-130 Lives at home female guard. Q4b Q4b "1" or "2" or "8" or "n" 1 Tick Tick ST04Q03131-131 Lives at home Father Q4c Q4c "1" or "2" or "8" or "n" 1 Tick Tick ST04Q04132-132 Lives at home male guard. Q4d Q4d "1" or "2" or "8" or "n" 1 Tick Tick ST04Q05133-133 Lives at home Others Q4e Q4e "1" or "2" or "8" or "n" 1 Tick Tick 253

ST05Q01134-134 Mother currently doing Q5 Q5 1 Working Full-time 2 Working Part-Time 3 Looking for work 4 Other ST06Q01135-135 Father currently doing Q6 Q6 1 Working Full-time 2 Working Part-Time 3 Looking for work 4 Other ST07Q01136-139 Mother s main job Q7 Q7 Like "[0-9][0-9][0-9][0-9]" 9997N/A 9998Invalid 9999Miss ST09Q01140-143 Father s main job Q9 Q9 Like "[0-9][0-9][0-9][0-9]" 9997N/A 9998Invalid 9999Miss ST11Q01144-144 Mother <ISCED 3A> Q11a Q11a "1" or "2" or "8" or "n" 1 Tick Tick ST11Q02145-145 Mother <ISCED3B or 3C> Q11b Q11b "1" or "2" or "8" or "n" 1 Tick Tick ST11Q03146-146 Mother <ISCED2> Q11c Q11c "1" or "2" or "8" or "n" 1 Tick Tick ST11Q04147-147 Mother <ISCED1> Q11d Q11d "1" or "2" or "8" or "n" 1 Tick Tick ST11Q05148-148 Mother None of above Q11e Q11e "1" or "2" or "8" or "n" 254

1 Tick Tick ST12Q01149-149 Mother <ISCED5A or 6> Q12a Q12a "1" or "2" or "8" or "n" 1 Tick Tick ST12Q02150-150 Mother <ISCED5B> Q12bQ12b "1" or "2" or "8" or "n" 1 Tick Tick ST12Q03151-151 Mother <ISCED4> Q12c Q12c "1" or "2" or "8" or "n" 1 Tick Tick ST13Q01152-152 Father <ISCED 3A> Q13a Q13a "1" or "2" or "8" or "n" 1 Tick Tick ST13Q02153-153 Father <ISCED3B or 3C> Q13b Q13b "1" or "2" or "8" or "n" 1 Tick Tick ST13Q03154-154 Father <ISCED2> Q13c Q13c "1" or "2" or "8" or "n" 1 Tick Tick ST13Q04155-155 Father <ISCED1> Q13d Q13d "1" or "2" or "8" or "n" 1 Tick Tick ST13Q05156-156 Father none of above Q13e Q13e "1" or "2" or "8" or "n" 1 Tick Tick ST14Q01157-157 Father <ISCED 5A or 6> Q14a Q14a 255

"1" or "2" or "8" or "n" 1 Tick Tick ST14Q02158-158 Father <ISCED 5B> Q14b Q14b "1" or "2" or "8" or "n" 1 Tick Tick ST14Q03159-159 Father <ISCDED 4> Q14c Q14c "1" or "2" or "8" or "n" 1 Tick Tick ST15Q01160-161 Country of birth Self Q15a_a Q15a_a Between "01" and "80" or "97" or "98" or "99" 01 <Test Country> 9 9 ST15Q02162-16ountry of birth Mother Q15a_b Q15a_b Between "01" and "80" or "97" or "98" or "99" 01 <Test Country> 9 9 ST15Q03164-165 Country of birth Father Q15a_c Q15a_c Between "01" and "80" or "97" or "98" or "99" 01 <Test Country> 9 9 ST15Q04166-178 Country of birth Age Q15b Q15b Between 0 and 16 or 997 or 998 or 999 99 99 ST16Q01179-180 Language at home Q16 Q16 Between "01" and "80" or "97" or "98" or "99" 01 <Test language> 02 <Other national language> 03 <Other national dialects> 9 9 ST17Q01181-181 Possessions desk Q17a Q17a "1" or "2" or "8" or "n" 1 Tick Tick 256

ST17Q02182-182 Possessions own room Q17b Q17b "1" or "2" or "8" or "n" 1 Tick Tick ST17Q03183-183 Possessions study place Q17c Q17c "1" or "2" or "8" or "n" 1 Tick Tick ST17Q04184-184 Possessions computer Q17d Q17d "1" or "2" or "8" or "n" 1 Tick Tick ST17Q05185-185 Possessions software Q17e Q17e "1" or "2" or "8" or "n" 1 Tick Tick ST17Q06186-186 Possessions Internet Q17f Q17f "1" or "2" or "8" or "n" 1 Tick Tick ST17Q07187-187 Possessions calculator Q17g Q17g "1" or "2" or "8" or "n" 1 Tick Tick ST17Q08188-188 Possessions literature Q17h Q17h "1" or "2" or "8" or "n" 1 Tick Tick ST17Q09189-189 Possessions poetry Q17i Q17i "1" or "2" or "8" or "n" 1 Tick Tick ST17Q10190-190 Possessions art Q17j Q17j "1" or "2" or "8" or "n" Value 1 Tick Tick Value Label 257

ST17Q11191-191 Possessions textbooks Q17kQ17k "1" or "2" or "8" or "n" 1 Tick Tick ST17Q12192-192 Possessions dictionary Q17l Q17l "1" or "2" or "8" or "n" 1 Tick Tick ST17Q13193-193 Possessions dishwasher Q17m Q17m "1" or "2" or "8" or "n" 1 Tick Tick ST17Q14194-194 Possessions <Cntry item 1> Q17n Q17n "1" or "2" or "8" or "n" 1 Tick Tick ST17Q15195-195 Possessions <Cntry item 2> Q17o Q17o "1" or "2" or "8" or "n" 1 Tick Tick ST17Q16196-196 Possessions <Cntry item 3> Q17p Q17p "1" or "2" or "8" or "n" 1 Tick Tick ST18Q01197-197 How many phones Q18a Q18a 1 None 2 One 3 Two 4 Three or more ST18Q02198-198 How many televisions Q18b Q18b 1 None 2 One 3 Two 4 Three or more ST18Q03199-199 How many computers Q18c Q18c 258

1 None 2 One 3 Two 4 Three or more ST18Q04200-200 How many cars Q18dQ18d 1 None 2 One 3 Two 4 Three or more ST18Q05201-201 How many bathrooms Q18e Q18e 1 None 2 One 3 Two 4 Three or more ST19Q01202-202 How many books at home Q19Q19 "1" or "2" or "3" or "4" or "5" or "6" or "8" or "9" or "n" 1 0-10 books 2 11-25 books 3 26-100 books 4 101-200 books 5 201-500 books 6 More than 500 books ST20Q01203-203 Attend <ISCED 0> Q20 Q20 "1" or "2" or "3" or "8" or "9" or "n" 1 No 2 Yes, one year or less 3 Yes, more than one year ST21Q01204-216 <ISCED 1>Years Q21Q21 Between 4 and 16 or 997 or 998 or 999 99 99 ST22Q01217-217 Repeat <ISCED 1> Q22aQ22a "1" or "2" or "3" or "8" or "9" or "n" 1 No, never 2 Yes, once 3 Yes, twice or more ST22Q02218-218 Repeat <ISCED 2> Q22bQ22b 259

"1" or "2" or "3" or "8" or "9" or "n" 1 No, never 2 Yes, once 3 Yes, twice or more ST22Q03219-219 Repeat <ISCED 3> Q22cQ22c "1" or "2" or "3" or "8" or "9" or "n" 1 No, never 2 Yes, once 3 Yes, twice or more ST23Q01220-220 Expect <ISCED 2> Q23a Q23a "1" or "2" or "8" or "n" 1 Tick Tick ST23Q02221-221 Expect <ISCED 3B or 3C> Q23b Q23b "1" or "2" or "8" or "n" 1 Tick Tick ST23Q03222-222 Expect <ISCED 3A> Q23cQ23c "1" or "2" or "8" or "n" 1 Tick Tick ST23Q04223-223 Expect <ISCED 4> Q23d Q23d "1" or "2" or "8" or "n" 1 Tick Tick ST23Q05224-224 Expect <ISCED 5B> Q23eQ23e "1" or "2" or "8" or "n" 1 Tick Tick ST23Q06225-225 Expect <ISCED 5A or 6> Q23f Q23f "1" or "2" or "8" or "n" 1 Tick Tick ST24Q01226-226 School done little Q24a Q24a 1 Strongly agree 260

2 Agree 3 Disagree 4 Strongly disagree ST24Q02227-227 School waste of time Q24bQ24b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST24Q03228-228 School given confidence Q24c Q24c 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST24Q04229-229 School useful Q24dQ24d 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST25Q01230-230 Attend local Q25a Q25a "1" or "2" or "8" or "n" 1 Tick Tick ST25Q02231-23ttend better Q25b Q25b "1" or "2" or "8" or "n" 1 Tick Tick ST25Q03232-232 Attend specific program Q25c Q25c "1" or "2" or "8" or "n" 1 Tick Tick ST25Q04233-233 Attend religious Q25d Q25d "1" or "2" or "8" or "n" 1 Tick Tick ST25Q05234-234 Attend family Q25eQ25e 261

"1" or "2" or "8" or "n" 1 Tick Tick ST25Q06235-235 Attend Other Q25f Q25f "1" or "2" or "8" or "n" 1 Tick Tick ST26Q01236-236 Well with Students Q26a Q26a 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST26Q02237-237 Interested in Students Q26b Q26b 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST26Q03238-238 Listen to me Q26c Q26c 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST26Q04239-239 Give extra help Q26d Q26d 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST26Q05240-240 Treat me fairly Q26e Q26e 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST27Q01241-241 Feel an outsider Q27a Q27a 262

1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST27Q02242-242 Make friends Q27b Q27b 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST27Q03243-243 Feel I belong Q27cQ27c 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST27Q04244-244 Feel awkward Q27d Q27d 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST27Q05245-245 Think I'm liked Q27e Q27e 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST27Q06246-246 Feel lonely Q27f Q27f 1 Strongly Agree 2 Agree 3 Disagree 4 Strongly disagree ST28Q01247-247 Late for school Q28 Q28 1 None 2 1 or 2 times 3 3 or 4 times 4 5 or more times 263

ST29Q01248-260 Hours All homework Q29a Q29a Between 0 and 30 or 997 or 998 or 999 99 99 ST29Q02261-273 Hours All <Remedial> Q29b Q29b Between 0 and 30 or 997 or 998 or 999 99 99 ST29Q03274-286 Hours All <Enrichment> Q29c Q29c Between 0 and 30 or 997 or 998 or 999 99 99 ST29Q04287-299 Hours All tutor Q29d Q29d Between 0 and 30 or 997 or 998 or 999 99 99 ST29Q05300-312 Hours All <out-of-school> Q29e Q29e Between 0 and 30 or 997 or 998 or 999 99 99 ST29Q06313-325 Hours All other study Q29f Q29f Between 0 and 30 or 997 or 998 or 999 99 99 ST30Q01326-326 Attitude enjoy reading Q30a Q30a 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST30Q02327-327 Attitude effort Q30b Q30b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST30Q03328-328 Attitude look forward Q30cQ30c 1 Strongly agree 2 Agree 3 Disagree 264

4 Strongly disagree ST30Q04329-329 Attitude enjoy Maths Q30dQ30d 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST30Q05330-330 Attitude career Q30e Q30e 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST30Q06331-33ttitude interested Q30f Q30f 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST30Q07332-332 Attitude further study Q30g Q30g 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST30Q08333-333 Attitude job Q30hQ30h 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST31Q01334-334 Confident timetable Q31a Q31a 1 Very confident 2 Confident 3 Not very confident 4 Not at all confident ST31Q02335-335 Confident discount Q31b Q31b 265

1 Very confident 2 Confident 3 Not very confident 4 Not at all confident ST31Q03336-336 Confident area Q31c Q31c 1 Very confident 2 Confident 3 Not very confident 4 Not at all confident ST31Q04337-337 Confident graphs Q31d Q31d 1 Very confident 2 Confident 3 Not very confident 4 Not at all confident ST31Q05338-338 Confident linear Q31e Q31e 1 Very confident 2 Confident 3 Not very confident 4 Not at all confident ST31Q06339-339 Confident distance Q31f Q31f 1 Very confident 2 Confident 3 Not very confident 4 Not at all confident ST31Q07340-340 Confident quadratics Q31g Q31g 1 Very confident 2 Confident 3 Not very confident 4 Not at all confident ST31Q08341-341 Confident rate Q31h Q31h 1 Very confident 2 Confident 3 Not very confident 4 Not at all confident 266

ST32Q01342-342 Feel study_worry Q32a Q32a 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST32Q02343-343 Feel study_not good Q32b Q32b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST32Q03344-344 Feel study_tense Q32c Q32c 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST32Q04345-345 Feel study_good <marks> Q32d Q32d 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST32Q05346-346 Feel study_nervous Q32e Q32e 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST32Q06347-347 Feel study_quickly Q32f Q32f 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST32Q07348-348 Feel study_best subject Q32g Q32g 1 Strongly agree 2 Agree 3 Disagree 267

4 Strongly disagree ST32Q08349-349 Feel study_helpless Q32h Q32h 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST32Q09350-350 Feel study_underst. diffc. Q32i Q32i 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST32Q10351-351 Feel study_poor <marks> Q32j Q32j 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST33Q01352-364 Hours Maths homework Q33aQ33a Between 0 and 30 or 997 or 998 or 999 99 99 ST33Q02365-377 Hours Maths <Remedial> Q33b Q33b Between 0 and 30 or 997 or 998 or 999 99 99 ST33Q03378-390 Hours Maths <Enrichment> Q33cQ33c Between 0 and 30 or 997 or 998 or 999 99 99 ST33Q04391-403 Hours Maths tutor Q33d Q33d Between 0 and 30 or 997 or 998 or 999 99 99 ST33Q05404-416 Hours Maths <out-of-school> Q33eQ33e Between 0 and 30 or 997 or 998 or 999 99 99 268

ST33Q06417-429 Hours Maths other Q33f Q33f Between 0 and 30 or 997 or 998 or 999 99 99 ST34Q01430-430 Learn_important parts Q34aQ34a 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q02431-431 Learn_new ways Q34b Q34b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q03432-432 Learn_check myself Q34c Q34c 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q04433-433 Learn_concepts Q34d Q34d 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q05434-434 Learn_everyday life Q34e Q34e 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q06435-435 Learn_solve when sleep Q34f Q34f 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree 269

ST34Q07436-436 Learn_by heart Q34g Q34g 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q08437-437 Learn_by relating Q34hQ34h 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q09438-438 Learn_examples Q34i Q34i 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q10439-439 Learn_clarify Q34j Q34j 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q11440-440 Learn_applied Q34kQ34k 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q12441-441 Learn_exactly Q34lQ34l 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST34Q13442-442 Learn_procedure Q34m Q34m 1 Strongly agree 2 Agree 3 Disagree 270

4 Strongly disagree ST34Q14443-443 Learn_relate Q34n Q34n 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST35Q01444-456 Minutes in <class period> Q35a Q35a Between 10 and 200 or 997 or 998 or 999 99 99 ST35Q02457-469 Maths <class periods> Q35bQ35b Between 0 and 60 or 997 or 998 or 999 99 99 ST35Q03470-482 All <class periods> Q35c Q35c Between 0 and 200 or 997 or 998 or 999 99 99 ST36Q01483-495 Students in Maths Q36 Q36 Between 0 and 80 or 997 or 998 or 999 99 99 ST37Q01496-496 Attitudes be the best Q37aQ37a 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST37Q02497-497 Attitudes group work Q37b Q37b 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST37Q03498-498 Attitudes exams Q37c Q37c 1 Strongly agree 2 Agree 3 Disagree 271

4 Strongly disagree ST37Q04499-499 Attitudes project Q37d Q37d 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST37Q05500-500 Attitudes effort Q37eQ37e 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST37Q06501-50ttitudes work with other Q37fQ37f 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST37Q07502-502 Attitudes do better Q37g Q37g 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST37Q08503-503 Attitudes helping Q37hQ37h 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST37Q09504-504 Attitudes learn most Q37iQ37i 1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST37Q10505-505 Attitudes best work Q37j Q37j 272

1 Strongly agree 2 Agree 3 Disagree 4 Strongly disagree ST38Q01506-506 Lesson interested Q38aQ38a 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever ST38Q02507-507 Lesson don t listen Q38b Q38b 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever ST38Q03508-508 Lesson extra help Q38cQ38c 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever ST38Q04509-509 Lesson book work Q38d Q38d 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever ST38Q05510-510 Lesson help learning Q38eQ38e 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever ST38Q06511-511 Lesson noise Q38fQ38f 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever 273

ST38Q07512-512 Lesson understand Q38gQ38g 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever ST38Q08513-513 Lesson <quieten down> Q38h Q38h 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever ST38Q09514-514 Lesson can't work well Q38i Q38i 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever ST38Q10515-515 Lesson opinions Q38j Q38j 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever ST38Q11516-516 Lesson late start Q38kQ38k 1 Every lesson 2 Most lessons 3 Some lessons 4 Never or hardly ever 10.1.18 Name of Instrument: List of Schools Primary Keys are: StIDStrt, StIDSch, StIDStrt 1-2 Stratum IDStratum ID like "[0-9][0-9]" StIDSch 3-5 School ID School ID like "[0-9][0-9][0-9]" SchName 6-55 School Name School Name SCHPSTAT56-56 School Participation Status Participation "1" or "2" or "3" 274

ccepted 2 Refused 3 Pending SCHREP 57-57 School Sample Status Main/Repl "0" or "1" or "2" 0 Main 1 Replacement 1 2 Replacement 2 SCHMOS1558-70 School Measure of size for 15 year ol MOS15 Between 0 and 9000 or 9997 or 9999 SCH15SAM71-83 15-year old sample size Sample Size Between 0 and 9000 or 9997 or 9999 SCH15NUM84-96 School Number of 15-year olds LIST15 Between 0 and 9000 or 9997 or 9999 SCHLSNUM97-109 School Number of Students for Samplin LISTTOT Between 0 and 9000 or 9997 or 9999 TRC2Q07110-122 Tracking Study Programme StudyProg Between 1 and 40 or 97 or 98 or 99 SCHCORD1 123-125 School Coordinator Title SC Title SCHCORD2 126-155 School Coordinator SurnameSC Surname SCHCORD3 156-185 School Coordinator Given Name SC Name Name of Instrument: List Of Students Primary Keys are: StIDStrt, StIDSch, TRC1Q02, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStratum ID like "[0-9][0-9]" StIDSch 53-55 School ID School ID like "[0-9][0-9][0-9]" TRC1Q02 56-60 Tracking Line Number Line # Like "[0][0-3][0-9][0-9][0-9]" or "99999" TRC1Q03 61-110 Tracking Student Name StudName TRC1Q04111-123 Tracking GradeGrade Between 1 and 13 or 97 or 98 or 99 9 9 TRC1Q05124-124 Tracking Gender Gender "1" or "2" or "9" 1 F 2 M TRC1Q06M 125-126 Tracking Month of Birth Month Like "[0][1-9]" or like "[1][0-2]" or like "99" TRC1Q06Y 127-128 Tracking Year of BirthYear 275

Like "[8][0-9]"or "97" or "98" or "99" TRC2Q07129-141 Tracking Study Programme StudyProg Between 1 and 40 or 97 or 98 or 99 10.1.19 Name of Instrument: Student Tracking Primary Keys are: StIDStrt, StIDSch, StIDStd, SchName 1-50 School Name School Name StIDStrt51-52 Stratum IDStratum ID like "[0-9][0-9]" StIDSch 53-55 School ID School ID like "[0-9][0-9][0-9]" StIDStd 56-60 Student IDStudent ID Like "[0-9][0-9][0-9][0-9][0-9]" TRC1Q02 61-65 Tracking Line Number Line # Like "[0][0-3][0-9][0-9][0-9]" or "99999" TRC1Q03 66-115 Tracking Student Name StudName TRC1Q04116-128 Tracking GradeGrade Between 1 and 13 or 97 or 98 or 99 9 9 TRC1Q05129-129 Tracking Gender Gender "1" or "2" or "9" 1 F 2 M TRC1Q06M 130-131 Tracking Month of Birth Month Like "[0][1-9]" or like "[1][0-2]" or like "99" TRC1Q06Y 132-133 Tracking Year of BirthYear Like "[8][0-9]"or "97" or "98" or "99" TRC2Q07134-146 Tracking Study Programme StudyProg Between 1 and 40 or 97 or 98 or 99 TRC2Q07A 147-147 Tracking Special EducationSEN Code "0" or "1" or "2" or "3" or "4" 0 No special education needs 1 Functional disability 2 Intellectual disability 3 Limted test language proficiency efined by NPM TRC2Q07B 148-148 Tracking Inclusion Status Inclus "0" or "1" or "2" or "3" or "4" or "5" or "6" or "7" 0 Included; to be assessed 1 Not included, functional disability t included, intellectual disability 3 Not included, limited test language proficiency 4 Not included, defined by NPM 5 Not included, transferred out of school 276

6 Not included, not in school, not a known transfer 7 Not included, does not meet age definition TRC2Q08149-161 Tracking Booklet Number BookNo Between 0 and 20 or 99 TRC2Q09A 162-162 Tracking original session BookOrigTest "0" or "1" or "2" or "3" or "8" or "9" 0 Absent 1 Present entire session 2 Present part session 3 Refusal 8 N/A TRC2Q09C 163-163 Tracking original session SQ OrigQst "0" or "1" or "2" or "3" or "8" or "9" 0 Absent 1 Present entire session 2 Present part session 3 Refusal 8 N/A TRC2Q10A 164-164 Tracking follow-up Book FlupTest "0" or "1" or "2" or "3" or "8" or "9" 0 Absent 1 Present entire session 2 Present part session 3 Refusal 8 N/A TRC2Q10C 165-165 Tracking follow-up SQ FlupQst "0" or "1" or "2" or "3" or "8" or "9" 0 Absent 1 Present entire session 2 Present part session 3 Refusal 8 N/A 10.1.20 Name of Instrument: Study Programme Primary Keys are: TRP1Q01, TRP1Q01 1-2 Programme Number ProgrNumber Like "[0-3][0-9]" or "40" or "99" TRP1Q02 3-15 Programme STF codestudyprog Between 1 and 40 or 97 or 98 or 99 TRP1Q03 16-65 Study programme name ProgrName TRP1Q05 66-78 Programme First Grade FirstGrade Between 1 and 13 or 97 TRP1Q06 79-91 Programme Last Grade LastGrade Between 1 and 13 or 97 TRP1Q07 92 - "1" or "2" or "3" 92 Programme ISCED level ISCED level TRP1Q08 93-93 Programme designation ISCED desgnation 277

"1" or "2" or "3" or "4" 4 M TRP1Q09 94-94 Programme orientation Orientation "1" or "2" or "3" 1 General 2 Pre-Vocational 3 Vocational 278

1PPENDIX 2 ISO COUNTRY AND AREA CODES 11.1.1.1 ISO Codes of Geographical Areas ISO code Area name 002 Africa 014 Eastern Africa 017 Middle Africa 015 Northern Africa 018 Southern Africa 011 Western Africa 019 Americas without Northern America 419 Latin America and the Caribbean 029 Caribbean 01entral America 005 South America 021 Northern America 142 Asia 030 Eastern Asia 062 South-central Asia 035 South-eastern Asia 145 Western Asia 150 Europe 151 Eastern Europe 154 Northern Europe 039 Southern Europe 155 Western Europe 009 Oceania without Australia and New Zealand 053 Australia and New Zealand 054 Melanesia 057 Micronesia 11.1.1.2 Selection of ISO Country Codes ISO code Country name 004 Afghanistan 008 Albania 012 Algeria 016 American Samoa 020 Andorra 024 Angola 032 Argentina 05rmenia 036 Australia 040 Austria 03zerbaijan 044 Bahamas 048 Bahrain 050 Bangladesh 05arbados 11elarus 056 Belgium 084 Belize 204 Benin 060 Bermuda 064 Bhutan 068 Bolivia 070 Bosnia and Herzegovina 07otswana 076 Brazil 096 Brunei Darussalam 100 Bulgaria 279

108 Burundi 116 Cambodia 120 Cameroon 124 Canada 132 Cape Verde 140 Central African Republic 148 Chad 830 Channel Islands 152 Chile 156 China 344 Hong Kong Special Administrative 446 Macao Special Administrative Region of China 170 Colombia 174 Comoros 178 Congo 188 Costa Rica 384 Cote d'ivoire 191 Croatia 192 Cuba 196 Cyprus 20zech Republic 408 Democratic People's Republic of Korea 180 Democratic Republic of the Congo 208 Denmark 212 Dominica 21ominican Republic 626 East Timor 218 Ecuador 818 Egypt 222 El Salvador 226 Equatorial Guinea 232 Eritrea 233 Estonia 231 Ethiopia 238 Falkland Islands (Malvinas) 242 Fiji 246 Finland 250 France 266 Gabon 270 Gambia 268 Georgia 276 Germany 288 Ghana 292 Gibraltar 300 Greece 304 Greenland 308 Grenada 312 Guadeloupe 316 Guam 320 Guatemala 324 Guinea 624 Guinea-Bissau 328 Guyana 332 Haiti 340 Honduras 348 Hungary 352 Iceland 356 India 360 Indonesia 364 Iran (Islamic Republic of) 368 Iraq 372 Ireland 376 Israel 380 Italy 388 Jamaica 280

392 Japan 400 Jordan 398 Kazakhstan 404 Kenya 414 Kuwait 417 Kyrgyzstan 418 Lao People's Democratic Republic 428 Latvia 422 Lebanon 426 Lesotho 430 Liberia 434 Libyan Arab Jamahiriya 438 Liechtenstein 440 Lithuania 442 Luxembourg 450 Madagascar 458 Malaysia 462 Maldives 466 Mali 470 Malta 584 Marshall Islands 474 Martinique 478 Mauritania 484 Mexico 583 Micronesia, Federated States of 492 Monaco 496 Mongolia 504 Morocco 508 Mozambique 516 Namibia 520 Nauru 524 Nepal 528 Netherlands 554 New Zealand 558 Nicaragua 562 Niger 566 Nigeria 574 Norfolk Island 578 Norway 275 Occupied Palestinian Territory 512 Oman 586 Pakistan 585 Palau 591 Panama 598 Papua New Guinea 600 Paraguay 604 Peru 608 Philippines 612 Pitcairn 616 Poland 620 Portugal 630 Puerto Rico 634 Qatar 410 Republic of Korea 498 Republic of Moldova 642 Romania 643 Russian Federation 646 Rwanda 659 Saint Kitts and Nevis 662 Saint Lucia 882 Samoa 674 San Marino 682 Saudi Arabia 686 Senegal 694 Sierra Leone 281

702 Singapore 703 Slovakia 705 Slovenia 090 Solomon Islands 706 Somalia 710 South Africa 724 Spain 144 Sri Lanka 736 Sudan 740 Suriname 748 Swaziland 752 Sweden 756 Switzerland 760 Syrian Arab Republic 158 Taiwan Province of China 762 Tajikistan 764 Thailand 807 The former Yugoslav Republic of Macedonia 768 Togo 776 Tonga 780 Trinidad and Tobago 788 Tunisia 792 Turkey 795 Turkmenistan 800 Uganda 804 Ukraine 784 United Arab Emirates 826 United Kingdom 834 United Republic of Tanzania 840 United States 858 Uruguay 860 Uzbekistan 548 Vanuatu 862 Venezuela 704 Viet Nam 887 Yemen 891 Yugoslavia 894 Zambia 716 Zimbabwe 11.1.1.3 Additional Regional Codes used in PISA PISA code Region name 827 Scotland 725 Basque Country 726 Catalonia 11.1.1.4 Special PISA Codes PISA code Meaning 996 Other 997 Not Applicable 99 99ing 282

12 APPENDIX 3 ISCO OCCUPATIONAL CODES 1000 LEGISLATORS, SENIOR OFFICIALS & MANAGERS 1100 LEGISLATORS & SENIOR OFFICIALS 1110 LEGISLATORS [incl. Member of Parliament, Member of Local Council] 1120 SENIOR [NATIONAL] GOVERNMENT OFFICIALS [incl. Minister, Ambassador] 1130 [SENIOR LOCAL GOVERNMENT OFFICIALS] [Incl. Local Government Senior Officials, Mayor] 1140 SENIOR OFFICIALS SPECIAL-INTEREST ORGANISATIONS 1141 Senior officials political-party organisations [incl. Politician] 1142 Senior officials economic-interest organisations [incl. Union Leader, Director Employers' Organisation] 1143 Senior officials special-interest organisations [incl. Lodge Official, Official Red Cross] 1200 CORPORATE MANAGERS [LARGE ENTERPRISES] 1210 [LARGE ENTERPRISES] DIRECTORS & CHIEF EXECUTIVES [incl. CEO, Large Business Owner 25+ employees] 1220 [LARGE ENTERPRISE OPERATION] DEPARTMENT MANAGERS [incl. Manager in establishment with 25+ employees] 1221 Production department managers agriculture & fishing 1222 Production department managers manufacturing [incl. Factory Manager nfs] 1223 Production department managers construction 1224 Production department managers wholesale & retail trade [incl. Floor Manager] 1225 Production department managers restaurants & hotels 1226 Production department managers transp., storage & communic. [incl. Postmaster, Stationmaster] 1227 Production department managers business services [incl. Banker, Bank Manager] 1228 Production department managers personal care, cleaning etc 1229 Production department managers nec [incl. Impresario, Film Producer, College Dean,School Principal] 1230 [LARGE ENTERPRISES] OTHER DEPARTMENT MANAGERS 1231 Finance & administration department managers [incl. Company Secretary] 1232 Personnel & industrial relations department managers 1233 Sales & marketing department managers 1234 Advertising & public relations department managers 1235 Supply & distribution department managers 1236 Computing services department managers 1237 Research & development department managers 1239 Other department managers nec 1240 OFFICE MANAGERS [incl. Clerical Supervisor] 1250 MILITARY OFFICERS 1251 Higher military officers [Captain and above] 283

1252 Lower grade commissioned officers [incl. Army Lieutenant] 1300 [SMALL ENTERPRISE] GENERAL MANAGERS 1310 [SMALL ENTERPRISE] GENERAL MANAGERS [incl. Businessman, Trader, Manager nfs] 1311 [Small enterprise] General managers agriculture, forestry & fishing [incl. Farm Manager, Selfemployed Farmer with personnel] 1312 [Small enterprise] General managers manufacturing 1313 [Small enterprise] General managers construction [incl. Building Contractor] 1314 [Small enterprise] General managers wholesale & retail trade [incl. Shop Owner/Manager, Retail Owner/Manager, Merchant] 1315 [Small enterprise] General managers restaurants & hotels [incl. Manager Camping Site, Bar Owner/Manager, Restaurateur 1316 [Small enterprise] General managers transp., storage & communications [incl. Owner Small Transport Company] 1317 [Small enterprise] General managers business services [incl. Manager Insurance Agency] 1318 [Small enterprise] General managers personal care, cleaning etc. services [incl. Owner Laundry] 1319 [Small enterprise] General managers nec [incl. Manager Travel Agency, Manager Fitness Centre,Garage Owner] 2000 PROFESSIONALS 2100 PHYSICAL, MATHEMATICAL & ENGINEERING SCIENCE PROFESSIONALS 2110 PHYSICISTS, CHEMISTS & RELATED PROFESSIONALS 2111 Physicists & astronomers 2112 Meteorologists 211hemists 2114 Geologists & geophysicists [incl. Geodesist] 2120 MATHEMATICIANS, STATISTICIANS ETC PROFESSIONALS 2121 Mathematicians etc professionals 2122 Statisticians [incl. Actuary] 2130 COMPUTING PROFESSIONALS 2131 Computer systems designers & analysts [incl. Software Engineer] 2132 Computer programmers 2139 Computing professionals nec 2140 ARCHITECTS, ENGINEERS ETC PROFESSIONALS 214rchitects town & traffic planners [incl. Landscape Architect] 2142 Civil engineers [incl. Construction Engineer] 2143 Electrical engineers 2144 Electronics & telecommunications engineers 2145 Mechanical engineers 2146 Chemical engineers 2147 Mining engineers, metallurgists etc professionals 284

2148 Cartographers & surveyors 2149 Architects engineers etc professionals nec [incl. Consultant] 2200 LIFE SCIENCE & HEALTH PROFESSIONALS 2210 LIFE SCIENCE PROFESSIONALS 2211 Biologists, botanists zoologists etc professionals 2212 Pharmacologists, pathologists etc professionals [incl. Biochemist] 2213 Agronomists etc professionals 2220 HEALTH PROFESSIONALS (EXCEPT NURSING) 2221 Medical doctors 2222 Dentists 2223 Veterinarians 2224 Pharmacists 2229 Health professionals except nursing nec 2230 NURSING & MIDWIFERY PROFESSIONALS [incl. Registered Nurses, Registered Midwives, Nurse nfs] 2300 TEACHING PROFESSIONALS 2310 HIGHER EDUCATION TEACHING PROFESSIONALS [incl. University Professor] 2320 SECONDARY EDUCATION TEACHING PROFESSIONALS 2321 [Secondary teachers, academic track] [incl. Middle School Teacher] 2322 [Secondary teachers, vocational track] [incl. Vocational Instructor] 2330 PRIMARY & PRE-PRIMARY EDUCATION TEACHING PROFESSIONALS 2331 Primary education teaching professionals 2332 Pre-primary education teaching professionals [incl. Kindergarten Teacher] 2340 SPECIAL EDUCATION TEACHING PROFESSIONALS [incl. Remedial Teacher, Teacher of the Blind] 2350 OTHER TEACHING PROFESSIONALS 2351 Education methods specialists [incl. Curricula Developer] 2352 School inspectors 2359 Other teaching professionals nec 2400 OTHER PROFESSIONALS [incl. Professional nfs, Administrative Professional] 2410 BUSINESS PROFESSIONALS 241ccountants [incl. Auditor] 2412 Personnel & careers professionals [incl. Job Analyst, Student Counsellor] 2419 Business professionals nec [incl. Publicity Agent, Patent Agent, Home Economist, Market Researcher] 2420 LEGAL PROFESSIONALS 2421 Lawyers 2422 Judges 2429 Legal professionals nec [incl. Notary, Notary Public] 285

2430 ARCHIVISTS, LIBRARIANS ETC INFORMATION PROFESSIONALS 243rchivists & curators 2432 Librarians etc information professionals [incl. Documentalist, Health Records Technician] 2440 SOCIAL SCIENCE ETC PROFESSIONALS 2441 Economists 2442 Sociologists, anthropologists etc professionals 2443 Philosophers, historians & political scientists 2444 Philologists, translators & interpreters 2445 Psychologists 2446 Social work professionals [incl. Welfare Worker] 2450 WRITERS & CREATIVE OR PERFORMING ARTISTS 245uthors journalists & other writers [incl. Editor, Technical Writer] 2452 Sculptors, painters etc artists 245omposers, musicians & singers 2454 Choreographers & dancers 2455 Film, stage etc actors & directors 2460 RELIGIOUS PROFESSIONALS [incl. Priest, Chaplain, Theologian, Professional Nun] 3000 TECHNICIANS AND ASSOCIATE PROFESSIONALS 3100 PHYSICAL & ENGINEERING SCIENCE ASSOCIATE PROFESSIONALS 3110 PHYSICAL & ENGINEERING SCIENCE TECHNICIANS 3111 Chemical & physical science technicians 3112 Civil engineering technicians 3113 Electrical engineering technicians 3114 Electronics & telecommunications engineering technicians 3115 Mechanical engineering technicians 3116 Chemical engineering technicians 3117 Mining & metallurgical technicians 3118 Draughtspersons [incl. Technical Illustrator] 3119 Physical & engineering science technicians nec [incl. Quantity Surveyor] 3120 COMPUTER ASSOCIATE PROFESSIONALS 3121 Computer assistants [incl. Assistant Users' Services] 3122 Computer equipment operators [incl. Computer Printer Equipment Operator] 3123 Industrial robot controllers 3130 OPTICAL & ELECTRONIC EQUIPMENT OPERATORS 3131 Photographers & electronic equipment operators [incl. Cameraman, Sound Mixer] 313roadcasting & telecommunications equipment operators 3133 Medical equipment operators [incl. X-ray Technician] 3139 Optical & electronic equipment operators nec [incl. Cinema Projectionist, Telegrapher] 3140 SHIP & AIRCRAFT CONTROLLERS & TECHNICIANS 286

3141 Ships engineers 3142 Ships deck officers & pilots [incl. River Boat Captain] 3143 Aircraft pilots etc associate professionals 3144 Air traffic controllers 3145 Air traffic safety technicians 3150 SAFETY & QUALITY INSPECTORS 3151 Building & fire inspectors 3152 Safety, health & quality inspectors [incl. Occupational Safety Inspector, Inspector nfs] 3200 LIFE SCIENCE & HEALTH ASSOCIATE PROFESSIONALS 3210 LIFE SCIENCE TECHNICIANS ETC ASSOCIATE PROFESSIONALS 3211 Life science technicians [incl. Medical Laboratory Assistant, Medical Technician nfs, Physical and Life Science Technician, Technician nfs, Taxidermist] 3212 Agronomy & forestry technicians 3213 Farming & forestry advisers 3220 MODERN HEALTH ASSOCIATE PROFESSIONALS EXCEPT NURSING 3221 Medical assistants 3222 Sanitarians 3223 Dieticians & nutritionists 3224 Optometrists & opticians [incl. Dispensing Optician] 3225 Dental assistants [incl. Oral Hygienist] 3226 Physiotherapists etc associate professionals [incl. Chiropractor, Masseur, Osteopath] 3227 Veterinary assistants [incl. Veterinarian Vaccinater] 3228 Pharmaceutical assistants 3229 Modern health associate professionals except nursing nec [incl. Homeopath, Speech Therapist, Occupational Therapist] 3230 NURSING & MIDWIFERY ASSOCIATE PROFESSIONALS 3231 Nursing associate professionals [incl. Trainee Nurses] 3232 Midwifery associate professionals [incl. Trainee Midwife] 3240 TRADITIONAL MEDICINE PRACTITIONERS & FAITH HEALERS 3241 Traditional medicine practitioners [incl. Herbalist] 3242 Faith healers 3300 TEACHING ASSOCIATE PROFESSIONALS 3310 PRIMARY EDUCATION TEACHING ASSOCIATE PROFESSIONALS [incl. Teacher's Aid] 3320 PRE-PRIMARY EDUCATION TEACHING ASSOCIATE PROFESSIONALS [incl. Kindergarten Teacher's Aid] 3330 SPECIAL EDUCATION TEACHING ASSOCIATE PROFESSIONALS 3340 OTHER TEACHING ASSOCIATE PROFESSIONALS 3400 OTHER ASSOCIATE PROFESSIONALS 3410 FINANCE & SALES ASSOCIATE PROFESSIONALS 287

3411 Securities & finance dealers & brokers 3412 Insurance representatives [incl. Insurance Agent, Underwriter] 3413 [Real] estate agents [incl. Real Estate Broker] 3414 Travel consultants & organisers 3415 Technical & commercial sales representatives [incl. Travelling Salesmen, Technical Salesmen] 3416 Buyers 3417 Appraisers, valuers & auctioneers [incl. Claims Adjuster] 3419 Finance & sales associate professionals nec 3420 BUSINESS SERVICES AGENTS AND TRADE BROKERS 3421 Trade brokers 3422 Clearing & forwarding agents 3423 Employment agents & labour contractors 3429 Business services agents & trade brokers nec [incl. Literary Agent, Sports Promoter, Salesmen Advertisements] 3430 ADMINISTRATIVE ASSOCIATE PROFESSIONALS 343dministrative secretaries etc associate professionals 3432 Legal etc business associate professionals [incl. Bailiff, Law Clerk] 3433 Bookkeepers 3434 Statistical, mathematical etc associate professionals 3439 Administrative associate professionals nec [incl. Management Assistant] 3440 CUSTOMS, TAX ETC GOVERNMENT ASSOCIATE PROFESSIONALS [Incl. Administrative Associate Professional, Executive Civil Servants nfs, Public Administrator] 3441 Customs & border inspectors 3442 Government tax & excise officials 3443 Government social benefits officials 3444 Government licensing officials 3449 Customs tax etc government associate professionals nec [incl. Price Inspector, Electoral Official, Middle Rank Civil Servant] 3450 POLICE INSPECTORS & DETECTIVES / [ARMY] 3451 Police inspectors & detectives [incl. Police Investigator, Private Detective] 3452 [Armed forces non-commissioned officers] [incl. Sergeant] 3460 SOCIAL WORK ASSOCIATE PROFESSIONALS 3470 ARTISTIC, ENTERTAINMENT & SPORTS ASSOCIATE PROFESSIONALS 3471 Decorators & commercial designers [incl. Window Dressor, Interior Decorator, Furniture Designer Book Illustrator, Tattooist] 3472 Radio, television & other announcers 3473 Street night-club etc musicians, singers & dancers [incl. Band Leader, Chorus Dancer, Night Club Singer] 3474 Clowns, magicians, acrobats etc associate professionals [incl. Strip-Tease Artist, Juggler] 288

3475 Athletes, sports persons etc associate professionals [incl. Trainer, Umpire] 3480 RELIGIOUS ASSOCIATE PROFESSIONALS [incl. Evangelist, Lay Preacher, Salvationist] 4000 CLERKS 4100 OFFICE CLERKS [Incl. Clerk nfs, Government Office Clerk nfs] 4110 SECRETARIES & KEYBOARD-OPERATING CLERKS 4111 Stenographers & typists 4112 Word-processor etc operators [incl. Teletypist] 4113 Data entry operators [incl. Key Puncher] 4114 Calculating-machine operators [incl. Bookkeeping Machine Operator] 4115 Secretaries 4120 NUMERICAL CLERKS 412ccounting & bookkeeping clerks [incl. Payroll Clerk] 4122 Statistical & finance clerks [incl. Credit Clerk] 4130 MATERIAL-RECORDING & TRANSPORT CLERKS 4131 Stock clerks [incl. Weighing Clerk, Storehouse Clerk] 4132 Production clerks [incl. Planning Clerks] 4133 Transport clerks [incl. Dispatcher, Expeditor] 4140 LIBRARY, MAIL ETC CLERKS 4141 Library & filing clerks 4142 Mail carriers & sorting clerks 414oding proof-reading etc clerks 4144 Scribes etc workers [incl. Form Filling Assistance Clerk] 4190 OTHER OFFICE CLERKS [incl. Address Clerk, Timekeeper, Office Boy, Photocopy Machine Operator] 4200 CUSTOMER SERVICES CLERKS [incl. Customer Service Clerk nfs] 4210 CASHIERS, TELLERS ETC CLERKS 4211 Cashiers & ticket clerks [incl. Bank Cashier, Store Cashier, Toll Collector] 4212 Tellers & other counter clerks [incl. Bank Teller, Post Office Clerk] 4213 Bookmakers & croupiers 4214 Pawnbrokers & money-lenders 4215 Debt-collectors etc workers 4220 CLIENT INFORMATION CLERKS 4221 Travel agency etc clerks 4222 Receptionists & information clerks [incl. Medical Receptionist] 4223 Telephone switchboard operators [incl. Telephone Operator] 5000 SERVICE WORKERS & SHOP & MARKET SALES WORKERS 5100 PERSONAL & PROTECTIVE SERVICES WORKERS 5110 TRAVEL ATTENDANTS ETC 289

5111 Travel attendants & travel stewards [incl. Airplane Steward, Airplane Purser] 5112 Transport conductors [incl. Train Conductor] 5113 Travel, museum guides 5120 HOUSEKEEPING & RESTAURANT SERVICES WORKERS 5121 Housekeepers etc workers [incl. Butler, Matron, Dormitory Warden, Estate Manager, Property Manager, Building Superintendant, Apartment Manager] 5122 Cooks 5123 Waiters, waitresses & bartenders 5130 PERSONAL CARE ETC WORK 5131 Child-care workers [incl. Nursemaid, Governess] 5132 Institution-based personal care workers [incl. Ambulance Man, Hospital Orderly] 5133 Home based personal care workers [incl. Attendant] 5139 [Other] care etc workers nec [incl. Animal Feeder] 5140 OTHER PERSONAL SERVICES WORKERS 5141 Hairdressers, barbers, beauticians etc workers 5142 Companions & valets [incl. Personal Maid] 5143 Undertakers & embalmers [incl. Funeral Director] 5149 Other personal services workers nec [incl. Escort, Dancing Partner, Prostitute] 5150 ASTROLOGERS, FORTUNE-TELLERS ETC WORKERS 515strologers etc workers 5152 Fortune-tellers, palmists etc workers 5160 PROTECTIVE SERVICES WORKERS 5161 Fire-fighters 5162 Police officers [Incl. Policeman, Constable, Marshall] 5163 Prison guards 5164 [Armed forces, soldiers] [incl. Enlisted Man] 5169 Protective services workers nec [incl. Night Guard, Bodyguard, Coastguard] 5200 [SALESPERSONS, MODELS & DEMONSTRATORS] 5210 FASHION & OTHER MODELS [incl. Mannequin, Artist's Model] 5220 SHOP SALESPERSONS & DEMONSTRATORS [incl. Shop Assistant, Gas Station Attendant, Retail Assistant] 5230 STALL & MARKET SALESPERSONS 6000 SKILLED AGRICULTURAL & FISHERY WORKERS 6100 MARKET-ORIENTED SKILLED AGRICULTURAL & FISHERY WORKERS [This category includes skilled farm workers and self-employed small farmers who have no employees.] 6110 MARKET GARDENERS & CROPGROWERS 6111 Field crop & vegetable growers [incl. Specialized Crop Farmers, Specialized Crop Farm Workers] 290

6112 Tree & shrub crop growers [incl. Skilled Rubber Worker, Coffee Farmer, Tea Grower, Fruit Tree Pruner] 6113 Gardeners, horticultural & nursery growers [incl. Bulb Grower, Market Gardener] 6114 Mixed-crop growers [Incl. Share Cropper] 6120 MARKET-ORIENTED ANIMAL PRODUCERS ETC WORKERS 6121 Dairy & livestock producers [incl. Cattle Breeder, Dairy Farmer, Grazier, Shepher] 6122 Poultry producers [incl. Chicken Farmer, Skilled Hatchery Worker] 6123 Apiarists & sericulturists [incl. Beekeeper, Silkworm Raiser] 6124 Mixed-animal producers 6129 Market-oriented animal producers etc workers nec [incl. Bird Breeder, Gamekeeper, Kennel Keeper, Dog Trainer, Animal Caretaker] 6130 MARKET-ORIENTED CROP & ANIMAL PRODUCERS 6131 [Mixed farmers] 6132 [Farm foremen/supervisor] 6133 [Farmers nfs] 6134 [Skilled farm workers nfs] 6140 FORESTRY ETC WORKERS 6141 Forestry workers & loggers [incl. Forester, Rafter, Timber Cruiser] 6142 Charcoal burners etc workers 6150 FISHERY WORKERS, HUNTERS & TRAPPERS 615quatic-life cultivation workers [incl. Oyster Farmer, Pearl Cultivator, Fish Hatcher] 6152 Inland & coastal waters fishery workers [incl. Sponge Diver, Fisherman] 6153 Deep-sea fishery workers [incl. Fisherman nfs, Trawler Crewman] 6154 Hunters & trappers [incl. Whaler] 6200 SUBSISTENCE AGRICULTURAL & FISHERY WORKERS 6210 SUBSISTENCE AGRICULTURAL & FISHERY WORKERS 7000 CRAFT ETC TRADES WORKERS 7100 EXTRACTION & BUILDING TRADES WORKERS 7110 MINERS, SHOTFIRERS, STONE CUTTERS & CARVERS 7111 Miners & quarry workers [incl. Miner nfs] 7112 Shotfirers & blasters 7113 Stone splitters, cutters & carvers [incl. Tombstone Carver] 7120 BUILDING FRAME ETC TRADES WORKERS 7121 Builders traditional materials 712ricklayers & stonemasons [incl. Paviour] 712oncrete placers, concrete finishers etc workers [incl. Terrazzo Worker] 7124 Carpenters & joiners 7129 Building frame etc trades workers nec [incl. Construction Worker nfs, Billboard Erector, Demolition Worker, Scaffolder] 291

7130 BUILDING FINISHERS ETC TRADES WORKERS 7131 Roofers 7132 Floor layers & tile setters [incl. Parquetry Worker] 7133 Plasterers [incl. Stucco Mason] 7134 Insulation workers 7135 Glaziers 7136 Plumbers & pipe fitters [incl. Well Digger] 7137 Building etc electricians 7140 PAINTERS, BUILDING STRUCTURE CLEANERS ETC TRADES WORKERS 7141 Painters etc workers [incl. Construction Painter, Paperhanger] 7142 Varnishers etc painters [incl. Automobile Painter] 7143 Building structure cleaners [incl. Chimney Sweep, Sandblaster, Boiler Engine Cleaner] 7200 METAL, MACHINERY ETC TRADES WORKERS 7210 METAL MOULDERS, WELDERS, SHEETMETAL WORKERS STRUCTURAL METAL 7211 Metal moulders & coremakers 7212 Welders & flamecutters [incl. Brazier, Solderer] 7213 Sheet-metal workers [incl. Panel Beater, Coppersmith, Tinsmith] 7214 Structural-metal preparers & erectors [incl. Ship Plater, Riveter, Shipwright] 7215 Riggers & cable splicers 7216 Underwater workers [incl. Frogman] 7220 BLACKSMITHS, TOOL-MAKERS ETC TRADES WORKERS 7221 Blacksmiths, hammer-smiths & forging press workers [incl. Toolsmith] 7222 Tool-makers etc workers [incl. Locksmith] 7223 Machine-tool setters & setter-operators [Metal driller, Turner] 7224 Metal wheel-grinders, polishers & tool sharpeners 7230 MACHINERY MECHANICS & FITTERS 7231 Motor vehicle mechanics & fitters [incl. Bicycle Repairman] 7232 Aircraft engine mechanics & fitters 7233 [Industrial & agricultural] machinery mechanics & fitters [incl. Mechanic Heavy Equipment, Millwright] 7234 [Unskilled garage worker] [incl. Oiler-Greaser] 7240 ELECTRICAL & ELECTRONIC EQUIPMENT MECHANICS & FITTERS 7241 Electrical mechanics & fitters [incl. Office Machine Repairman] 7242 Electronics fitters 7243 Electronics mechanics & servicers 7244 Telegraph & telephone installers & servicers 7245 Electrical line installers, repairers & cable jointers 7300 PRECISION, HANDICRAFT, PRINTING ETC TRADES WORKERS 292

7310 PRECISION WORKERS IN METAL ETC MATERIALS 7311 Precision-instrument makers & repairers [incl. Dental Mechanic, Watch Maker] 7312 Musical-instrument makers & tuners 7313 Jewellery & precious-metal workers [incl. Diamant Cutter, Goldsmith] 7320 POTTERS, GLASS-MAKERS ETC TRADES WORKERS 732brasive wheel formers, potters etc workers 7322 Glass-makers, cutters, grinders & finishers 7323 Glass engravers & etchers 7324 Glass ceramics etc decorative painters [incl. Decorative Painter, Signpainter] 7330 HANDICRAFT WORKERS IN WOOD,TEXTILE, LEATHER ETC 7331 Handicraft workers in wood etc materials [incl. Candle Maker, Straw Hat Maker] 7332 Handicraft workers in textile leather etc materials [incl. Carpet Weaver] 7340 PRINTING ETC TRADES WORKERS 7341 Compositors typesetters etc workers [incl. Phototypesetter, Linotyper] 7342 Stereotypers & electrotypers 7343 Printing engravers & etchers 7344 Photographic etc workers [incl. Darkroom worker] 7345 Bookbinders etc workers 7346 Silk-screen, block & textile printers 7400 OTHER CRAFT ETC TRADES WORKERS 7410 FOOD PROCESSING ETC TRADES WORKERS 7411 Butchers, fishmongers etc food preparers 741akers, pastry-cooks & confectionery makers 7413 Dairy-products makers 7414 Fruit, vegetable etc preservers 7415 Food & beverage tasters & graders 7416 Tobacco preparers & tobacco products makers 7420 WOOD TREATERS, CABINET-MAKERS ETC TRADES WORKERS 7421 Wood treaters [incl. Wood Grader, Wood Impregnator] 7422 Cabinet-makers etc workers [incl. Cartwright, Cooper] 7423 Woodworking-machine setters & setter-operators [incl. Wood-Turner] 7424 Basketry weavers, brush makers etc workers [incl. Broom Maker] 7430 TEXTILE, GARMENT ETC TRADES WORKERS 7431 Fibre preparers 7432 Weavers, knitters etc workers 7433 Tailors, dressmakers & hatters [incl. Milliner] 7434 Furriers etc workers 7435 Textile, leather etc pattern-makers & cutters 7436 Sewers, embroiderers etc workers 293

7437 Upholsterers etc workers 7440 PELT, LEATHER & SHOEMAKING TRADES WORKERS 7441 Pelt dressers, tanners & fellmongers 7442 Shoe-makers etc workers 7500 [SKILLED WORKERS NFS] 7510 [MANUAL FOREMEN NFS --NON-FARM--] 7520 [SKILLED WORKERS NFS] [incl. Craftsman, Artisan, Tradesman] 7530 [APPRENTICE SKILLED WORK NFS] 8000 PLANT & MACHINE OPERATORS & ASSEMBLERS 8100 STATIONARY-PLANT ETC OPERATORS 8110 MINING- & MINERAL-PROCESSING PLANT OPERATORS 8111 Mining-plant operators 8112 Mineral-ore- & stone-processing-plant operators 8113 Well drillers & borers etc workers 8120 METAL-PROCESSING-PLANT OPERATORS 8121 Ore & metal furnace operators 8122 Metal melters, casters & rolling-mill operators 8123 Metal-heat-treating-plant operators 8124 Metal drawers & extruders 8130 GLASS, CERAMICS ETC PLANT OPERATORS 8131 Glass & ceramics kiln etc machine operators 8139 Glass, ceramics etc plant operators nec 8140 WOOD-PROCESSING- & PAPERMAKING-PLANT OPERATORS 8141 Wood-processing-plant operators [incl. Sawyer] 8142 Paper-pulp plant operators 8143 Papermaking-plant operators 8150 CHEMICAL-PROCESSING-PLANT OPERATORS 8151 Crushing- grinding- & chemical-mixing machinery operators 8152 Chemical-heat-treating-plant operators 815hemical-filtering- & separating-equipment operators 8154 Chemical-still & reactor operators 8155 Petroleum- & natural-gas-refining-plant operators 8159 Chemical-processing-plant operators nec 8160 POWER-PRODUCTION ETC PLANT OPERATORS 8161 Power-production plant operators 8162 Steam-engine & boiler operators [incl. Stoker, Ship Engine Room Ratings] 8163 Incinerator water-treatment etc plant operators [incl. Sewege Plant Operator] 8170 AUTOMATED-ASSEMBLY-LINE & INDUSTRIAL-ROBOT OPERATORS 817utomated-assembly-line operators 294

8172 Industrial-robot operators 8200 MACHINE OPERATORS & ASSEMBLERS 8210 METAL- & MINERAL-PRODUCTS MACHINE OPERATORS 8211 Machine-tool operators [incl. Machine Operator nfs] 8212 Cement & other mineral products machine operators 8220 CHEMICAL-PRODUCTS MACHINE OPERATORS 8221 Pharmaceutical- & toiletry-products machine operators 8222 Ammunition- & explosive-products machine operators 8223 Metal finishing- plating- & coating-machine operators [incl. Electroplater, Fettler] 8224 Photographic-products machine operators 8229 Chemical-products machine operators nec 8230 RUBBER- & PLASTIC-PRODUCTS MACHINE OPERATORS 8231 Rubber-products machine operators 8232 Plastic-products machine operators 8240 WOOD-PRODUCTS MACHINE OPERATORS 8250 PRINTING-, BINDING- & PAPER-PRODUCTS MACHINE OPERATORS 8251 Printing-machine operators 825ookbinding-machine operators 8253 Paper-products machine operators 8260 TEXTILE-, FUR- & LEATHER-PRODUCTS MACHINE OPERATORS 8261 Fibre-preparing-, spinning- & winding machine operators 8262 Weaving- & knitting-machine operators 8263 Sewing-machine operators 8264 Bleaching-, dyeing- & cleaning-machine operators [incl. Launderer] 8265 Fur- & leather-preparing-machine operators 8266 Shoemaking- etc machine operators 8269 Textile-, fur- & leather-products machine operators nec 8270 FOOD ETC PRODUCTS MACHINE OPERATORS 8271 Meat- & fish-processing-machine operators 8272 Dairy-products machine operators 8273 Grain- & spice-milling-machine operators 8274 Baked-goods cereal & chocolate-products machine operators 8275 Fruit-, vegetable- & nut-processing-machine operators 8276 Sugar production machine operators 8277 Tea-, coffee- & cocoa-processing-machine operators 8278 Brewers- wine & other beverage machine operators 8279 Tobacco production machine operators 8280 ASSEMBLERS 8281 Mechanical-machinery assemblers [incl. Car Assembly Line Worker] 295

8282 Electrical-equipment assemblers 8283 Electronic-equipment assemblers 8284 Metal-, rubber- & plastic-products assemblers 8285 Wood etc products assemblers 8286 Paperboard, textile etc products assemblers 8290 OTHER MACHINE OPERATORS & ASSEMBLERS 8300 DRIVERS & MOBILE-PLANT OPERATORS 8310 LOCOMOTIVE-ENGINE DRIVERS ETC WORKERS 8311 Locomotive-engine drivers 8312 Railway brakers signallers & shunters 8320 MOTOR-VEHICLE DRIVERS [incl. Driver nfs] 8321 Motor-cycle drivers 8322 Car, taxi & van drivers [incl. Taxi Owner nfs] 8323 Bus & tram drivers 8324 Heavy truck & lorry drivers 8330 AGRICULTURAL & OTHER MOBILE PLANT OPERATORS 8331 Motorised farm & forestry plant operators [incl. Tractor Driver, Combine Harvester Operator] 8332 Earth-moving- etc plant operators [incl. Bulldozer Driver, Dredge Operator, Road Roller Driver 833rane, hoist etc plant operators 8334 Lifting-truck operators 8340 SHIPS DECK CREWS ETC WORKERS [incl. Boatman, Deck Hand, Sailor, Ship Deck Ratings] 8400 SEMI-SKILLED WORKERS NFS [Incl. Production Process Worker nfs, Factory Worker nfs] 9000 ELEMENTARY OCCUPATIONS 9100 SALES & SERVICES ELEMENTARY OCCUPATIONS 9110 STREET VENDORS ETC WORKERS 9111 Street food vendors 9112 Street vendors non-food products [incl. Hawker, Pedlar, Newsvendor, Rag Picker, Scavenger] 9113 Door-to-door & telephone salespersons [incl. Solicitor, Canvasser 9120 STREET SERVICES ELEMENTARY OCCUPATIONS [incl. Billposter, Shoeshiner, Carwindows Washer] 9130 DOMESTIC ETC HELPERS CLEANERS & LAUNDERERS 9131 Domestic helpers & cleaners [incl. Housemaid, Housekeeper nfs] 9132 Helpers & cleaners in establishments [Kitchen Hand, Chambermaid] 9133 Hand-launderers & pressers 9140 BUILDING CARETAKERS, WINDOW ETC CLEANERS 296

9141 Building caretakers [incl. Janitor, Sexton, Verger] 9142 Vehicle, window etc cleaners 9150 MESSENGERS, PORTERS, DOORKEEPERS ETC WORKERS 9151 Messengers, package & luggage porters & deliverers [incl. Elevator Attendant, Bellboy, Messenger] 9152 Doorkeepers, watch-persons etc workers [incl. Amusement Park Attendant, Ticket Collector, Usher, Watchman nfs, Park Attendant] 9153 Vending-machine money collectors, meter readers etc workers 9160 GARBAGE COLLECTORS ETC LABOURERS 9161 Garbage collectors [incl. Dustwoman] 9162 Sweepers etc labourers [incl. Odd-Job Worker] 9200 AGRICULTURAL, FISHERY ETC LABOURERS 9210 AGRICULTURAL, FISHERY ETC LABOURERS 9211 Farm-hands & labourers [incl. Cowherd, Farm Helper, Fruit Picker] 9212 Forestry labourers 9213 Fishery, hunting & trapping labourers 9300 LABOURERS IN MINING, CONSTRUCTION, MANUFACTURING & TRANSPORT [incl. Unskilled Worker nfs] 9310 MINING & CONSTRUCTION LABOURERS 9311 Mining & quarrying labourers 9312 Construction & maintenance labourers: roads dams etc [incl. Navvy, Shoveller, Railway Trackworker] 9313 Building construction labourers [incl. Handyman, Hod Carrier] 9320 MANUFACTURING LABOURERS 932ssembling labourers [incl. Sorter, Bottle Sorter, Winder, Checker nfs, Grader nfs 9322 Handpackers & other manufacturing labourers [incl. Crater, Labeller] 9330 TRANSPORT LABOURERS & FREIGHT HANDLERS 9331 Hand or pedal vehicle drivers [incl. Rickshaw Driver] 9332 Drivers of animal-drawn vehicles & machinery 9333 Freight handlers [incl. Docker, Loader, Longshoreman, Remover, Stevedore] 9501 Housewife 9502 Student 9503 Social benificiary (unemployed, retired, sickness, etc.) 950on't know 9505 Vague(a good job, a quiet job, a well paid job, an office job,etc.) 9 999 999ing 297