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The Impact of Inconsistent Responders to Mixed-Worded Scales on Inferences in International Large-Scale Assessments
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Steinmann, Isa; Sánchez, Daniel; van Laar, Saskia; Braeken, Johan – Assessment in Education: Principles, Policy & Practice, 2022
Questionnaire scales that are mixed-worded, i.e. include both positively and negatively worded items, often suffer from issues like low reliability and more complex latent structures than intended. Part of the problem might be that some responders fail to respond consistently to the mixed-worded items. We investigated the prevalence and impact of…
Descriptors: Response Style (Tests), Test Items, Achievement Tests, Foreign Countries
Identifying Inconsistent Respondents to Mixed-Worded Scales in Large-Scale Assessments
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Steinmann, Isa; Braeken, Johan; Strietholt, Rolf – AERA Online Paper Repository, 2021
This study investigates consistent and inconsistent respondents to mixed-worded questionnaire scales in large-scale assessments. Mixed-worded scales contain both positively and negatively worded items and are universally applied in different survey and content areas. Due to the changing wording, these scales require a more careful reading and…
Descriptors: Questionnaires, Measurement, Test Items, Response Style (Tests)
Development of a Model of Effectiveness in Science Education to Explore Differential Science Performance: A Case of South Africa
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Cho, Mee-Ok; Scherman, Vanessa; Gaigher, Estelle – African Journal of Research in Mathematics, Science and Technology Education, 2012
This paper reports on secondary analysis of TIMSS 2003 data, based on a sound conceptual model, aiming to explain differential science achievement in South Africa from the perspective of educational effectiveness research. The conceptual framework was developed by refining existing school effectiveness models and including factors related to…
Descriptors: Science Education, Instructional Effectiveness, Correlation, Hierarchical Linear Modeling
Third International Mathematics and Science Study: Quality Assurance in Data Collection.
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Martin, Michael O., Ed.; Mullis, Ina V. S., Ed. – 1996
The Third International Mathematics and Science Study (TIMSS) is the most ambitious study conducted by the International Association for the Evaluation of Educational Achievement to date. TIMSS developed and administered tests and questionnaires in three student populations to study achievement in participating countries and the factors associated…
Descriptors: Academic Achievement, Comparative Analysis, Data Collection, Elementary Secondary Education
Third International Mathematics and Science Study. Technical Report. Volume I: Design and Development.
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Martin, Michael O., Ed.; Kelly, Dana L., Ed. – 1996
The Third International Mathematics and Science Study (TIMSS) developed and administered tests and questionnaires in three student populations to document the quality of mathematics and science education in 45 participating countries. Study design, instrument development, and research procedures were achieved through a complex collaborative…
Descriptors: Academic Achievement, Comparative Analysis, Data Collection, Elementary Secondary Education
Mathematics Achievement in the Middle School Years. IEA's Third International Mathematics and Science Study (TIMSS).
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Beaton, Albert E.; And Others – 1996
The Third International Mathematics and Science Study (TIMSS) is the largest and most ambitious study undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas, so that more than half a million…
Descriptors: Comparative Analysis, Data Collection, Family Environment, Foreign Countries