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A multilevel study of position effects in PISA achievement tests: student- and school-level predictors in the German tracked school system.
- Source :
- Assessment in Education: Principles, Policy & Practice; Aug2019, Vol. 26 Issue 4, p422-443, 22p
- Publication Year :
- 2019
-
Abstract
- 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. [ABSTRACT FROM AUTHOR]
- Subjects :
- POSITION effect (Genetics)
MATHEMATICS
SOCIOECONOMICS
STUDENTS
Subjects
Details
- Language :
- English
- ISSN :
- 0969594X
- Volume :
- 26
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Assessment in Education: Principles, Policy & Practice
- Publication Type :
- Academic Journal
- Accession number :
- 137944584
- Full Text :
- https://doi.org/10.1080/0969594X.2018.1449100