Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment

Autor/inn/en	Debeer, Dries; Buchholz, Janine; Hartig, Johannes; Janssen, Rianne
Titel	Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment
Quelle	In: Journal of Educational and Behavioral Statistics, 39 (2014) 6, S.502-523 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998614558485
Schlagwörter	Reading Tests; International Programs; Testing Programs; Individual Differences; Persistence; Comparative Analysis; Institutional Characteristics; Correlation; Reading Ability; Item Response Theory; Scores; Models; Foreign Countries; Azerbaijan; China (Shanghai); Finland; Greece; Indonesia; Liechtenstein; Montenegro; Netherlands; New Zealand; Panama; Peru; Slovenia; Tunisia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lesetest; Individueller Unterschied; Ausdauer; Korrelation; Reading competence; Lesekompetenz; Item-Response-Theorie; Analogiemodell; Ausland; Aserbaidschan; Finnland; Griechenland; Indonesien; Niederlande; Neuseeland; Slowenien; Tunesien
Abstract	In this article, the change in examinee effort during an assessment, which we will refer to as persistence, is modeled as an effect of item position. A multilevel extension is proposed to analyze hierarchically structured data and decompose the individual differences in persistence. Data from the 2009 Program of International Student Achievement (PISA) reading assessment from N = 467,819 students from 65 countries are analyzed with the proposed model, and the results are compared across countries. A decrease in examinee effort during the PISA reading assessment was found consistently across countries, with individual differences within and between schools. Both the decrease and the individual differences are more pronounced in lower performing countries. Within schools, persistence is slightly negatively correlated with reading ability; but at the school level, this correlation is positive in most countries. The results of our analyses indicate that it is important to model and control examinee effort in low-stakes assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10