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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

Nagy, Gabriel; Nagengast, Benjamin; Frey, Andreas; Becker, Michael; Rose, Norman
Journal article; AcceptedVersion; Peer reviewed
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Nagy_et_al_2018.pdf (344.2Kb)
Year
2018
Permanent link
http://urn.nb.no/URN:NBN:no-74509

CRIStin
1654480

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Appears in the following Collection
  • CEMO Centre for Educational Measurement [152]
  • CRIStin høstingsarkiv [15984]
Original version
Assessment in education : Principles, Policy & Practice. 2018, DOI: https://doi.org/10.1080/0969594X.2018.1449100
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.
 
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