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Ahmet Yildirim; Nizamettin Koç – International Journal of Assessment Tools in Education, 2024
The present research aims to examine whether the questions in the Program for the International Student Assessment (PISA) 2009 reading literacy instrument display differential item functioning (DIF) among the Turkish, French, and American samples based on univariate and multivariate matching techniques before and after the total score, which is…
Descriptors: Test Items, Item Analysis, Correlation, Error of Measurement
Selcuk Acar; Yuyang Shen – Journal of Creative Behavior, 2025
Creativity tests, like creativity itself, vary widely in their structure and use. These differences include instructions, test duration, environments, prompt and response modalities, and the structure of test items. A key factor is task structure, referring to the specificity of the number of responses requested for a given prompt. Classic…
Descriptors: Creativity, Creative Thinking, Creativity Tests, Task Analysis
Pools, Elodie – Applied Measurement in Education, 2022
Many low-stakes assessments, such as international large-scale surveys, are administered during time-limited testing sessions and some test-takers are not able to endorse the last items of the test, resulting in not-reached (NR) items. However, because the test has no consequence for the respondents, these NR items can also stem from quitting the…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
Rios, Joseph A.; Soland, James – International Journal of Testing, 2022
The objective of the present study was to investigate item-, examinee-, and country-level correlates of rapid guessing (RG) in the context of the 2018 PISA science assessment. Analyzing data from 267,148 examinees across 71 countries showed that over 50% of examinees engaged in RG on an average proportion of one in 10 items. Descriptive…
Descriptors: Foreign Countries, International Assessment, Achievement Tests, Secondary School Students
Liu, Yimeng; Wang, Jian – International Journal of Science Education, 2022
The relationship between inquiry-based learning and science self-efficacy was analysed using data from 57 countries and economics participating in the 2015 Programme for International Student Assessment (PISA). This analysis generated a mediating--moderating model, which involved the mediating role of science interest and the moderating role of…
Descriptors: International Assessment, Achievement Tests, Foreign Countries, Secondary School Students
Pools, Elodie; Monseur, Christian – Large-scale Assessments in Education, 2021
Background: The idea of using low-stakes assessment results is often mentioned when designing educational system reforms. However, when tests have no consequences for the students, test takers may not make enough effort when completing the test, and their lack of engagement may negatively affect the validity of the conclusions of the studies that…
Descriptors: Science Tests, Test Validity, Student Motivation, Learner Engagement
Johansson, Stefan – Phi Delta Kappan, 2018
Responding to an earlier "Phi Delta Kappan" article, the author rejects the argument that East Asian students' high scores on international educational assessments come at the expense of learning to be creative and entrepreneurial. According to survey research, people in Japan, Korea, and other East Asian nations perceive themselves to…
Descriptors: International Assessment, High Achievement, Scores, Creativity
Solano-Flores, Guillermo; Wang, Chao; Shade, Chelsey – International Journal of Testing, 2016
We examined multimodality (the representation of information in multiple semiotic modes) in the context of international test comparisons. Using Program of International Student Assessment (PISA)-2009 data, we examined the correlation of the difficulty of science items and the complexity of their illustrations. We observed statistically…
Descriptors: Semiotics, Difficulty Level, Test Items, Science Tests
Jerrim, John – Assessment in Education: Principles, Policy & Practice, 2016
The Programme for International Assessment (PISA) is an important cross-national study of 15-year olds academic achievement. Although it has traditionally been conducted using paper-and-pencil tests, the vast majority of countries will use computer-based assessment from 2015. In this paper, we consider how cross-country comparisons of children's…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Rindermann, Heiner; Baumeister, Antonia E. E. – International Journal of Testing, 2015
Scholastic tests regard cognitive abilities to be domain-specific competences. However, high correlations between competences indicate either high task similarity or a dependence on common factors. The present rating study examined the validity of 12 Programme for International Student Assessment (PISA) and Third or Trends in International…
Descriptors: Test Validity, Test Interpretation, Competence, Reading Tests
Yildirim, Huseyin H.; Yildirim, Selda – Hacettepe University Journal of Education, 2011
Multivariate matching in Differential Item Functioning (DIF) analyses may contribute to understand the sources of DIF. In this context, detecting appropriate additional matching variables is a crucial issue. This present article argues that the variables which are correlated with communalities in item difficulties can be used as an additional…
Descriptors: Test Bias, Multivariate Analysis, Probability, Regression (Statistics)
OECD Publishing (NJ1), 2009
The Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA) surveys, which take place every three years, have been designed to collect information about 15-year-old students in participating countries. PISA examines how well students are prepared to meet the challenges of the future,…
Descriptors: Policy Formation, Scaling, Academic Achievement, Interrater Reliability