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Modeling students’ number of actions on open-response items in PISA2015 and their effect on performance
University of Cyprus, Cyprus.
Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.ORCID iD: 0000-0002-4630-6123
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Computer-based assessments can provide data reflecting not just the examinees’ item responses but also their overt behavior during the test. The PISA test is computer-based since 2015 and all student-computer interactions are logged, thus allowing researchers to look closer into test-takers’ behavior. Studies have shown that different kinds of examinee test-taking actions (or lack of actions) are related to students’ performance (e.g. Greiff, Niepel, Scherer, & Martin, 2016). However, previous studies have mainly explored selected-response items, and described students’ test-taking behavior as a sequence of different actions on this type of items. Students’ behavior on open-response items is still underexplored.

The present study therefore aims to describe the students’ test-taking behavior on open-response items in PISA 2015 as measured by number of actions.  Few studies have used number of actions as an explanatory variable and, to our knowledge, this is the first study exploring students’ test-taking behavior on open-response items in a large-scale international study. We used Swedish PISA 2015 data and chose to analyze actions on one science cluster, hence all students in the sample (n = 1227) responded to the same items, although the cluster could appear in one of four positions in the test.

Different factors influencing the number of actions were examined and the effect of number of actions on performance was investigated. Results indicated that number of actions is mediating the effect of self-reported test-taking effort on performance. Also, a significant indirect effect of cluster position on science performance through number of actions was found.

Place, publisher, year, edition, pages
2019.
National Category
Educational Sciences
Research subject
didactics of educational measurement
Identifiers
URN: urn:nbn:se:umu:diva-163039OAI: oai:DiVA.org:umu-163039DiVA, id: diva2:1348749
Conference
Quantitative Research Methods in Education (QRM) 2019 Annual Conference, June 17-18, 2019, Gothenburg
Available from: 2019-09-05 Created: 2019-09-05 Last updated: 2019-09-06Bibliographically approved

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Eklöf, Hanna

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf