dc.date.accessioned | 2019-12-08T19:18:48Z | |
dc.date.available | 2019-12-08T19:18:48Z | |
dc.date.created | 2019-01-10T19:22:33Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | Nagy, Gabriel Nagengast, Benjamin Frey, Andreas Becker, Michael Rose, Norman . A multilevel study of position effects in PISA achievement tests: Student- and school-level predictors in the German tracked school system. Assessment in education : Principles, Policy & Practice. 2018 | |
dc.identifier.uri | http://hdl.handle.net/10852/71396 | |
dc.description.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. | |
dc.language | EN | |
dc.publisher | Routledge | |
dc.title | A multilevel study of position effects in PISA achievement tests: Student- and school-level predictors in the German tracked school system | |
dc.type | Journal article | |
dc.creator.author | Nagy, Gabriel | |
dc.creator.author | Nagengast, Benjamin | |
dc.creator.author | Frey, Andreas | |
dc.creator.author | Becker, Michael | |
dc.creator.author | Rose, Norman | |
cristin.unitcode | 185,18,7,0 | |
cristin.unitname | Centre for Educational Measurement | |
cristin.ispublished | true | |
cristin.fulltext | preprint | |
cristin.qualitycode | 2 | |
dc.identifier.cristin | 1654480 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Assessment in education : Principles, Policy & Practice&rft.volume=&rft.spage=&rft.date=2018 | |
dc.identifier.jtitle | Assessment in education : Principles, Policy & Practice | |
dc.identifier.doi | https://doi.org/10.1080/0969594X.2018.1449100 | |
dc.identifier.urn | URN:NBN:no-74509 | |
dc.type.document | Tidsskriftartikkel | |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 0969-594X | |
dc.identifier.fulltext | Fulltext https://www.duo.uio.no/bitstream/handle/10852/71396/2/Nagy_et_al_2018.pdf | |
dc.type.version | AcceptedVersion | |