Session Information
09 SES 12 A, Findings from International Comparative Achievement Studies: Methodological Challenges
Paper Session
Contribution
Achievement in a test situation is influenced by internal factors of respondent as well as those imposed by features of testing environment. Internal factors consist of background and psychological characteristics of the students such as gender, anxiety, self concept and motivation, while items’ difficulty and format are among the features of testing environment. Omissions to test items are one of the major threat to ability estimation, especially if decisions have to be taken upon it. The problem of omissions is widespread to both high-stake and low-stake assessments, and most of research is focused on the psychometric implications. Test-Taking Behaviour approach, though, borrowing theoretical models from metacognition and motivational research, tries to better understand the underlying processes between respondent and test situation. The major questions are: who are the omitters, and why they omit.
Objectives
Moving from the Test-Taking Behaviour approach, the present study is intended to: 1) analyse the impact of items nonresponse on students’ performance; 2) identify homogeneous subgroups of non respondent students 3) describe these subgroups through psychological characteristics and gender differences.
Method
Expected Outcomes
References
DeMars,C.,E.(2002).Incomplete data and item parameter estimates under JMLE and MML estimates. Applied Measurement in Education, 15, 1 ,15-31. Hartman,B., Fuqua, D.,& Jenkins, S.(1985).The problems of and remedies for nonresponse bias as in educational surveys. Journal of Experimental Education, 54, 2,85-90. Matters, G.,& Burnett,P.,C.( 2003).Psychological predictors of the propensity to omit short-response items on high-stakes achievement test. Educational and Psychological Measurement ,63,2,239-256. Marcus,B.,& Schütz,A. (2005). Who are the people reluctant to participate in research? Personality correlates of four different types of nonresponse as inferred from self- and observer ratings. Journal of Personality ,73,4,959-984. Shoemaker,P.,J., Eichholz,M.,& Skewes, E.(2002) Item nonresponse: distinguishing between don't Know and refuse. International Journal of Public Opinion Research, 14, 2, 193-201. Tabachnick, B.,G.,& Fidell, L.S. (1996).Using multivariate statistics (3rd ed.).New York: Harper & Row. Tourangeau R.,& Rasinski K,A. (1988).Cognitive Processes Underlying Context Effects in Attitude Measurement.Psychological Bulletin,103,3,299-314. Wise,S.,L.,& DeMars,C. ,E.(2005).Low Examinee Effort in Low-Stakes Assessment:Problems and Potential Solutions.Educational Assessment, 10,1,1-17 .
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