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Steinmann, Isa; Sánchez, Daniel; van Laar, Saskia; Braeken, Johan – Assessment in Education: Principles, Policy & Practice, 2022
Questionnaire scales that are mixed-worded, i.e. include both positively and negatively worded items, often suffer from issues like low reliability and more complex latent structures than intended. Part of the problem might be that some responders fail to respond consistently to the mixed-worded items. We investigated the prevalence and impact of…
Descriptors: Response Style (Tests), Test Items, Achievement Tests, Foreign Countries
Wu, Xiaopeng; Wu, Rongxiu; Zhang, Yi; Arthur, David; Chang, Hua-Hua – Assessment in Education: Principles, Policy & Practice, 2021
Learning path and learning progression have received extensive attention from broad disciplines. The existing research In the field of learning path is rarely applied in curriculum learning and teaching. Learning progression is usually constructed through observations, interviews but not quantitative analyses. With 726 Grade 8 students'…
Descriptors: Cognitive Measurement, Mathematics Skills, Learning Processes, Sequential Approach
He, Jia; Barrera-Pedemonte, Fabián; Buchholz, Janine – Assessment in Education: Principles, Policy & Practice, 2019
Noncognitive assessments in Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study share certain similarities and provide complementary information, yet their comparability is seldom checked and convergence not sought. We made use of student self-report data of Instrumental Motivation,…
Descriptors: Foreign Countries, Secondary School Students, International Assessment, Elementary Secondary Education