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| Autor/inn/en | Nijlen, Daniel Van; Janssen, Rianne |
|---|---|
| Titel | Examinee Non-Effort on Contextualized and Non-Contextualized Mathematics Items in Large-Scale Assessments |
| Quelle | In: Applied Measurement in Education, 28 (2015) 1, S.68-84 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0895-7347 |
| DOI | 10.1080/08957347.2014.973559 |
| Schlagwörter | Mathematics Tests; Measurement; Item Response Theory; Test Items; Arithmetic; Problem Solving; Secondary School Students; Prevocational Education; Difficulty Level; Response Style (Tests); Foreign Countries; Belgium |
| Abstract | In this study it is investigated to what extent contextualized and non-contextualized mathematics test items have a differential impact on examinee effort. Mixture item response theory (IRT) models are applied to two subsets of items from a national assessment on mathematics in the second grade of the pre-vocational track in secondary education in Flanders. One subset focused on elementary arithmetic and consisted of non-contextualized items. Another subset of contextualized items focused on the application of arithmetic in authentic problem-solving situations. Results indicate that differential performance on the subsets is to a large extent due to test effort. The non-contextualized items appear to be much more susceptible to low examinee effort in low-stakes testing situations. However, subgroups of students can be found with regard to the extent to which they show low effort. One can distinguish a compliant, an underachieving, and a dropout group. Group membership is also linked to relevant background characteristics. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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