TIMSS 2015学生问卷中的随机应答者:对效度的威胁?

IF 1.4 4区 心理学 Q3 PSYCHOLOGY, APPLIED
Saskia van Laar, Johan Braeken
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引用次数: 0

摘要

国际大规模教育评估的低风险特征意味着参与的学生有时可能会提供不相关的答案,就好像他/她甚至没有阅读项目,而是随机选择一个回答选项。根据这种无效响应行为的严重程度,对评估结果的解释有被无效的风险。在国际大规模教育评估的背景下,这种随机反应者的流行程度和影响尚不清楚。采用混合项目反应理论(IRT)方法,对国际数学与科学趋势研究(TIMSS) 2015学生问卷中的数学/科学信心和价值(VoM/VoS)量表进行了这两个问题的初步调查。最后,我们呼吁通过在评估中纳入指示响应项目和调查完成速度指标,以及在所有次要数据研究中习惯进行敏感性检查,促进在这种情况下进一步映射无效响应行为。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Random Responders in the TIMSS 2015 Student Questionnaire: A Threat to Validity?

Random Responders in the TIMSS 2015 Student Questionnaire: A Threat to Validity?

The low-stakes character of international large-scale educational assessments implies that a participating student might at times provide unrelated answers as if s/he was not even reading the items and choosing a response option randomly throughout. Depending on the severity of this invalid response behavior, interpretations of the assessment results are at risk of being invalidated. Not much is known about the prevalence nor impact of such random responders in the context of international large-scale educational assessments. Following a mixture item response theory (IRT) approach, an initial investigation of both issues is conducted for the Confidence in and Value of Mathematics/Science (VoM/VoS) scales in the Trends in International Mathematics and Science Study (TIMSS) 2015 student questionnaire. We end with a call to facilitate further mapping of invalid response behavior in this context by the inclusion of instructed response items and survey completion speed indicators in the assessments and a habit of sensitivity checks in all secondary data studies.

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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
46
期刊介绍: The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.
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