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ERIC Number: EJ1048169
Record Type: Journal
Publication Date: 2014-Dec
Pages: 22
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1076-9986
Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment
Debeer, Dries; Buchholz, Janine; Hartig, Johannes; Janssen, Rianne
Journal of Educational and Behavioral Statistics, v39 n6 p502-523 Dec 2014
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Azerbaijan; China (Shanghai); Finland; Greece; Indonesia; Liechtenstein; Montenegro; Netherlands; New Zealand; Panama; Peru; Slovenia; Tunisia
Identifiers - Assessments and Surveys: Program for International Student Assessment