ERIC Number: EJ1224434
Record Type: Journal
Publication Date: 2019
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: N/A
A Multilevel Study of Position Effects in PISA Achievement Tests: Student- and School-Level Predictors in the German Tracked School System
Nagy, Gabriel; Nagengast, Benjamin; Frey, Andreas; Becker, Michael; Rose, Norman
Assessment in Education: Principles, Policy & Practice, v26 n4 p422-443 2019
Position effects (PE) cause decreasing probabilities of correct item responses towards the end of a test. We analysed PEs in science, mathematics and reading tests administered in the German extension to the PISA 2006 study with respect to their variability at the student- and school-level. PEs were strongest in reading and weakest in mathematics. Variability in PEs was found at both levels of analysis. PEs were stronger for male students, for students with a migration background (science and mathematics), and for students with a less favourable socio-economic background (reading). At the school level, PEs were stronger in lower school tracks and in schools with a high proportion of students with a migration background. The relationships of the test scores with the covariates partly reflected the covariates' relationships with PEs. Our findings suggest that PEs should be taken seriously in large-scale assessments as they have an undesirable impact on the results.
Descriptors: Achievement Tests, Foreign Countries, Secondary School Students, International Assessment, Science Tests, Mathematics Tests, Reading Tests, Gender Differences, Immigrants, Socioeconomic Background, Track System (Education), Test Items, Test Format, Predictor Variables, Secondary Schools, Context Effect, Institutional Characteristics, Student 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: Germany
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A