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. 502-523Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1076-9986; 1935-1054
DOI	10.3102/1076998614558485
URN	urn:nbn:de:0111-pedocs-123507
Schlagwörter	Testkonstruktion; Validität; Leistungsversagen; Selbsteinschätzung; Item-Response-Theory; Testaufgabe; Schüler; Schule; Validität; Leistungsmotivation; Internationaler Vergleich; Testkonstruktion; Selbsteinschätzung; Leistungsbeurteilung; Leistungsmessung; Testaufgabe; Lesekompetenz; Schule; Schüler; Leistungsbeurteilung; Schülerleistung; Leistungsmotivation; Lesekompetenz; Internationaler Vergleich; Einflussfaktor; Leistungsmessung; PISA (Programme for International Student Assessment); OECD-Staaten
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/4