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Title
Student, school, and country differences in sustained test-taking effort in the 2009 PISA reading assessment
Authors ; ; ;
SourceJournal of Educational and Behavioral Statistics 39 (2014) 6, S. 502-523
Document
License of the document In copyright
Keywords (German)Einflussfaktor; Internationaler Vergleich; Item-Response-Theory; Leistungsmessung; Leistungsmotivation; Leistungsversagen; Lesekompetenz; OECD-Länder; PISA <Programme for International Student Assessment>; Schule; Schüler; Schülerleistung; Schülerleistungstest; Selbsteinschätzung; Testaufgabe; Testkonstruktion; Validität
sub-disciplineComparative Education
Empirical Educational Research
Document typeArticle (journal)
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):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.)
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Date of publication12.08.2016
Suggested CitationDebeer, Dries; Buchholz, Janine; Hartig, Johannes; Janssen, Rianne: Student, school, and country differences in sustained test-taking effort in the 2009 PISA reading assessment - In: Journal of Educational and Behavioral Statistics 39 (2014) 6, S. 502-523 - URN: urn:nbn:de:0111-pedocs-123507 - DOI: 10.3102/1076998614558485
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