The Existence and Impact of Floor Effects for Low-Performing PISA Participants

Autor/inn/en	Rutkowski, Leslie; Rutkowski, David; Liaw, Yuan-Ling
Titel	The Existence and Impact of Floor Effects for Low-Performing PISA Participants
Quelle	In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 6, S.643-664 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1577219
Schlagwörter	International Assessment; Secondary School Students; Foreign Countries; Achievement Tests; Test Bias; Test Items; Difficulty Level; Science Achievement; Low Achievement; Developing Nations; Dominican Republic; Algeria; Tunisia; Peru; United States; Finland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Sekundarschüler; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Testkritik; Test content; Testaufgabe; Schwierigkeitsgrad; Unterdurchschnittliche Leistung; Developing country; Developing countries; Entwicklungsland; Dominikanische Republik; Algerien; Tunesien; USA; Finnland
Abstract	Modern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems. Although studies such as PISA have made modifications to account for increased diversity, the degree to which international assessments serve educational systems at the lower ends of the achievement continuum is understudied. We used modified Wright maps and PISA's definition of proficiency to evaluate the fitness of PISA, especially among low performers. Our findings suggest that there is mismatch between some populations and PISA. Results from a simulation show that such disparities produced biased achievement estimates and correlations with policy relevant variables. Projected PISA growth and new instantiations of PISA, particularly geared toward developing educational systems, make these findings timely and especially relevant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01