The blind side: Exploring item variance in PISA 2018 cognitive domains

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-05-04 DOI:10.1080/0969594X.2022.2097199

Kseniia Marcq, J. Braeken

引用次数: 1

Abstract

ABSTRACT Communication of International Large-Scale Assessment (ILSA) results is dominated by reporting average country achievement scores that conceal individual differences between pupils, schools, and items. Educational research primarily focuses on examining differences between pupils and schools, while differences between items are overlooked. Using a variance components model on the Programme for International Student Assessment (PISA) 2018 cognitive domains of reading, mathematics, and science literacy, we estimated how much of the response variation can be attributed to differences between pupils, schools, and items. The results show that uniformly across domains and countries, it mattered more for the correctness of an item response which items were responded to by a pupil (27–35%) than which pupil responded to these items (10–12%) or which school the pupil attended (5–7%). Given the findings, we argue that differences between items in ILSAs constitute a source of substantial untapped potential for secondary research.

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盲区:探索2018年PISA认知领域的项目差异

国际大规模评估(ILSA)结果的交流主要是报告平均国家成就分数，掩盖了学生、学校和项目之间的个体差异。教育研究主要集中在检查学生和学校之间的差异，而忽略了项目之间的差异。使用2018年国际学生评估项目(PISA)的阅读、数学和科学素养认知领域的方差成分模型，我们估计了学生、学校和项目之间的差异在多大程度上可以归因于反应差异。结果表明，在不同的领域和国家，学生对哪些项目做出了回应(27-35%)比哪个学生对这些项目做出了回应(10-12%)或哪个学校的学生(5-7%)更重要。鉴于这些发现，我们认为ilsa项目之间的差异构成了大量未开发的二次研究潜力的来源。

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

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.