Literaturnachweis - Detailanzeige
| Autor/inn/en | Marcq, Kseniia; Braeken, Johan |
|---|---|
| Titel | The Blind Side: Exploring Item Variance in PISA 2018 Cognitive Domains |
| Quelle | In: Assessment in Education: Principles, Policy & Practice, 29 (2022) 3, S.332-360 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Marcq, Kseniia) ORCID (Braeken, Johan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-594X |
| DOI | 10.1080/0969594X.2022.2097199 |
| Schlagwörter | Foreign Countries; International Assessment; Achievement Tests; Secondary School Students; Test Items; Scores; Comparative Education; Item Response Theory; Outcome Measures; Reading Tests; Mathematics Tests; Science Tests; Outcomes of Education; Item Banks; Program for International Student Assessment |
| Abstract | Communication of International Large-Scale Assessment (ILSA) results is dominated by reporting average country achievement scores that conceal individual differences between pupils, schools, and items. Educational research primarily focuses on examining differences between pupils and schools, while differences between items are overlooked. Using a variance components model on the Programme for International Student Assessment (PISA) 2018 cognitive domains of reading, mathematics, and science literacy, we estimated how much of the response variation can be attributed to differences between pupils, schools, and items. The results show that uniformly across domains and countries, it mattered more for the correctness of an item response which items were responded to by a pupil (27-35%) than which pupil responded to these items (10-12%) or which school the pupil attended (5-7%). Given the findings, we argue that differences between items in ILSAs constitute a source of substantial untapped potential for secondary research. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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