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Autor*innen: Nagy, Gabriel; Nagengast, Benjamin; Frey, Andreas; Becker, Michael; Rose, Norman
Titel: A multilevel study of position effects in PISA achievement tests. Student- and school-level predictors in the German tracked school system
In: Assessment in Education, 26 (2019) 4, S. 422-443
DOI: 10.1080/0969594X.2018.1449100
URL: https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1449100
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
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. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens