Title: Modeling differences in item-position effects in the PISA 2009 reading assessment within and between schools
Authors: Debeer, Dries
Janssen, Rianne
Buchholz, Janine
Hartig, Johannes
Issue Date: 23-Jul-2014
Conference: International Meeting of the Psychometric Society edition:79 location:Madison (WI), USA date:21-25 July 2014
Abstract: In achievement testing, it is commonly assumed that item and person characteristics are invariant with respect to administration conditions. However, it has been repeatedly shown that the position of an item within a test form affects item performance. Performance can increase (‘learning/practice effect’) or decrease (‘fatigue effect’) with item-position. Hartig and Bochhulz (2012) and Debeer and Janssen (2013) proposed an IRT model that deals with this issue by adding a ‘position dimension’ (i.e., persistence) to the model. Aside a general effect of item position, this model allows for individual differences in persistence, and estimates the correlation between a test-taker’s ability and persistence.
This paper presents a multilevel extension of the model that decomposes the variance in persistence (and ability) as well as the correlation between the two dimensions, in hierarchical data. The model is applied to data from the 2009 PISA reading assessment. Data were analyzed separately for each country. The (1) general effect of item position, (2) the individual differences in persistence within and between schools, as well as (3) the pattern of correlations between students’ performance and persistence are compared across countries.
Publication status: published
KU Leuven publication type: IMa
Appears in Collections:Quantitative Psychology and Individual Differences
Educational Effectiveness and Evaluation

Files in This Item:
File Description Status SizeFormat
IMPS 2014 - Dries Debeer.pdf Published 674KbAdobe PDFView/Open


All items in Lirias are protected by copyright, with all rights reserved.