Random Responders in the TIMSS 2015 Student Questionnaire: A Threat to Validity?

Autor/inn/en	van Laar, Saskia; Braeken, Johan
Titel	Random Responders in the TIMSS 2015 Student Questionnaire: A Threat to Validity?
Quelle	In: Journal of Educational Measurement, 59 (2022) 4, S.470-501 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Laar, Saskia) ORCID (Braeken, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12317
Schlagwörter	Achievement Tests; Elementary Secondary Education; International Assessment; Foreign Countries; Mathematics Tests; Science Achievement; Mathematics Achievement; Science Tests; Responses; Validity; Item Response Theory; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gültigkeit; Item-Response-Theorie
Abstract	The low-stakes character of international large-scale educational assessments implies that a participating student might at times provide unrelated answers as if s/he was not even reading the items and choosing a response option randomly throughout. Depending on the severity of this invalid response behavior, interpretations of the assessment results are at risk of being invalidated. Not much is known about the prevalence nor impact of such "random responders" in the context of international large-scale educational assessments. Following a mixture item response theory (IRT) approach, an initial investigation of both issues is conducted for the Confidence in and Value of Mathematics/Science (VoM/VoS) scales in the Trends in International Mathematics and Science Study (TIMSS) 2015 student questionnaire. We end with a call to facilitate further mapping of invalid response behavior in this context by the inclusion of instructed response items and survey completion speed indicators in the assessments and a habit of sensitivity checks in all secondary data studies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01