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Examinee Non-Effort on Contextualized and Non-Contextualized Mathematics Items in Large-Scale Assessments
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Nijlen, Daniel Van; Janssen, Rianne – Applied Measurement in Education, 2015
In this study it is investigated to what extent contextualized and non-contextualized mathematics test items have a differential impact on examinee effort. Mixture item response theory (IRT) models are applied to two subsets of items from a national assessment on mathematics in the second grade of the pre-vocational track in secondary education in…
Descriptors: Mathematics Tests, Measurement, Item Response Theory, Test Items