Examinee Non-Effort on Contextualized and Non-Contextualized Mathematics Items in Large-Scale Assessments

Autor: Daniël Van Nijlen, Rianne Janssen
Rok vydání: 2015
Předmět:
Zdroj: Applied Measurement in Education. 28:68-84
ISSN: 1532-4818
0895-7347
DOI: 10.1080/08957347.2014.973559
Popis: 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. peerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=hame20 ispartof: Applied Measurement in Education vol:28 issue:1 pages:68-84 status: published
Databáze: OpenAIRE
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