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dc.date.accessioned2022-02-16T08:05:08Z
dc.date.available2022-02-16T08:05:08Z
dc.date.created2021-11-22T13:35:44Z
dc.date.issued2021
dc.identifier.citationSteinmann, Isa Sánchez, Daniel van Laar, Saskia Braeken, Johan . The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments. Assessment in education: Principles, Policy & Practice. 2021
dc.identifier.urihttp://hdl.handle.net/10852/90991
dc.description.abstractQuestionnaire 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 inconsistent responders in 37 primary education systems participating in the joint PIRLS/TIMSS 2011 assessment. Using the mean absolute difference method and three mixed-worded self-concept scales, we identified between 2%‒36% of students as inconsistent responders across education systems. Consistent with expectations, these students showed lower average achievement scores and had a higher risk of being identified as inconsistent on more than one scale. We also found that the inconsistent responders biased the estimated dimensionality and reliability of the scales. The impact on external validity measures was limited and unsystematic. We discuss implications for the use and development of questionnaire scales.
dc.languageEN
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleThe impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments
dc.typeJournal article
dc.creator.authorSteinmann, Isa
dc.creator.authorSánchez, Daniel
dc.creator.authorvan Laar, Saskia
dc.creator.authorBraeken, Johan
cristin.unitcode185,0,0,0
cristin.unitnameUniversitetet i Oslo
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.cristin1957321
dc.identifier.bibliographiccitationinfo: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=2021
dc.identifier.jtitleAssessment in education: Principles, Policy & Practice
dc.identifier.startpage1
dc.identifier.endpage22
dc.identifier.pagecount0
dc.identifier.doihttps://doi.org/10.1080/0969594X.2021.2005302
dc.identifier.urnURN:NBN:no-93591
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn0969-594X
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/90991/1/06_Steinmann_S%25C3%25A1nchez_vanLaar_Braeken_2021.pdf
dc.type.versionPublishedVersion
dc.relation.projectNFR/261769


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