Differential rapid responding across language and cultural groups

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research and Evaluation Pub Date : 2020-08-17 DOI:10.1080/13803611.2021.1963941

Hongwen Guo, Kadriye Ercikan

引用次数: 6

Abstract

ABSTRACT Rapid response behaviour, a type of test disengagement, cannot be interpreted as a true indicator of the targeted constructs and may compromise score accuracy as well as score validity for interpretation. Rapid responding may be due to multiple factors for diverse populations. In this study, using Programme for International Student Assessment (PISA) 2018 Science data, we examined the comparability of rapid response behaviours for nine different language and cultural groups. Statistical methods were developed to flag rapid responses on different item types and to test differential rapid responding rates between groups. Results showed that rapid response rates and their association with performance were different among the studied groups. However, regardless of students’ group membership, a rapid response led to a chance correct rate, and it had a negative impact on performance. The results also indicated limited impact of different test engagement on performance ranking for the studied groups.

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不同语言和文化群体的快速反应差异

快速反应行为是一种测试脱离，不能被解释为目标构念的真实指标，可能会损害分数的准确性和解释的分数效度。快速反应可能是由于不同人群的多种因素造成的。在这项研究中，我们使用2018年国际学生评估项目(PISA)的科学数据，研究了9个不同语言和文化群体的快速反应行为的可比性。我们开发了统计方法来标记对不同项目类型的快速反应，并测试组间不同的快速反应率。结果表明，快速反应率及其与成绩的关系在研究小组中是不同的。然而，无论学生是哪个小组成员，快速反应都会导致机会正确率，并对成绩产生负面影响。研究结果还表明，不同的测试参与度对研究小组的表现排名影响有限。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Research and Evaluation EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

0.00%

发文量

期刊介绍： International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education. The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective.