For large-scale assessments, usually booklet designs administering the same item at different positions within a booklet are used. Therefore, the occurrence of position effects influencing the difficulty of the item is a crucial issue. Not taking learning or fatigue effects into account would result in a bias of estimated item difficulty. The occurrence of position effects is examined for a 4th-grade mathematical competence test of the Austrian Educational Standards by means of the linear logistic test model (LLTM). A small simulation study assesses the test power for this model. Overall, the LLTM without a modelled position effect yielded a good model fit. Therefore, no relevant global item position effect could be found for the analysed mathematical competence test. (Contains 4 tables and 1 figure.)