PISA 2015: how big is the 'mode effect' and what has been done about it?

Autor/inn/en	Jerrim, John; Micklewright, John; Heine, Jörg-Henrik; Sälzer, Christine; McKeown, Caroline
Titel	PISA 2015: how big is the 'mode effect' and what has been done about it?
Quelle	In: Oxford review of education, 44 (2018) 4, S. 476-493Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0305-4985; 1465-3915
DOI	10.1080/03054985.2018.1430025
Schlagwörter	Methode; Anpassung; Testergebnis; Deutschland; Irland; Methode; Schweden; Auswirkung; Internationaler Vergleich; Anpassung; Computerunterstütztes Verfahren; Testergebnis; Vergleichbarkeit; Computerunterstütztes Verfahren; Internationaler Vergleich; Auswirkung; Vergleichbarkeit; Deutschland; Irland; Schweden
Abstract	The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds' academic knowledge and skills. [...] In 2015 a major change was implemented in PISA, with the introduction of computer-based assessment. This has the potential to reduce comparability of PISA test scores across countries and over time. [The authors] investigate this issue using PISA 2015 field trial data for three countries: Germany, Sweden, and Ireland. [The authors] show how, if left unaccounted for, the change to computer-based testing could limit the comparability of PISA test scores. [The authors] then describe the methodology the study organisers have used to account for such mode effects. [Their] key conclusion is that although the adjustment made is unlikely to overcome all the potential challenges of switching to computer-based tests, it represents an improvement over the alternative of making no adjustment at all. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2