A Multilevel Study of Position Effects in PISA Achievement Tests: Student- and School-Level Predictors in the German Tracked School System

Autor/inn/en	Nagy, Gabriel; Nagengast, Benjamin; Frey, Andreas; Becker, Michael; Rose, Norman
Titel	A Multilevel Study of Position Effects in PISA Achievement Tests: Student- and School-Level Predictors in the German Tracked School System
Quelle	In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 4, S.422-443 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nagy, Gabriel) ORCID (Nagengast, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2018.1449100
Schlagwörter	Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Science Tests; Mathematics Tests; Reading Tests; Gender Differences; Immigrants; Socioeconomic Background; Track System (Education); Test Items; Test Format; Predictor Variables; Secondary Schools; Context Effect; Institutional Characteristics; Student Characteristics; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Lesetest; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Sozioökonomische Lage; Leistungsgruppe; Leistungsdifferenzierung; Test content; Testaufgabe; Testentwicklung; Prädiktor; Sekundarschule; Deutschland
Abstract	Position effects (PE) cause decreasing probabilities of correct item responses towards the end of a test. We analysed PEs in science, mathematics and reading tests administered in the German extension to the PISA 2006 study with respect to their variability at the student- and school-level. PEs were strongest in reading and weakest in mathematics. Variability in PEs was found at both levels of analysis. PEs were stronger for male students, for students with a migration background (science and mathematics), and for students with a less favourable socio-economic background (reading). At the school level, PEs were stronger in lower school tracks and in schools with a high proportion of students with a migration background. The relationships of the test scores with the covariates partly reflected the covariates' relationships with PEs. Our findings suggest that PEs should be taken seriously in large-scale assessments as they have an undesirable impact on the results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01