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ERIC Number: EJ1048935
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0895-7347
Examinee Non-Effort on Contextualized and Non-Contextualized Mathematics Items in Large-Scale Assessments
Nijlen, Daniel Van; Janssen, Rianne
Applied Measurement in Education, v28 n1 p68-84 2015
In this study it is investigated to what extent contextualized and non-contextualized mathematics test items have a differential impact on examinee effort. Mixture item response theory (IRT) models are applied to two subsets of items from a national assessment on mathematics in the second grade of the pre-vocational track in secondary education in Flanders. One subset focused on elementary arithmetic and consisted of non-contextualized items. Another subset of contextualized items focused on the application of arithmetic in authentic problem-solving situations. Results indicate that differential performance on the subsets is to a large extent due to test effort. The non-contextualized items appear to be much more susceptible to low examinee effort in low-stakes testing situations. However, subgroups of students can be found with regard to the extent to which they show low effort. One can distinguish a compliant, an underachieving, and a dropout group. Group membership is also linked to relevant background characteristics.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium