A multilevel study of position effects in PISA achievement tests: student- and school-level predictors in the German tracked school system-Reference-Cited by-同舟云学术

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A multilevel study of position effects in PISA achievement tests: student- and school-level predictors in the German tracked school system

Published:2018-03-23 Issue:4 Volume:26 Page:422-443
ISSN:0969-594X
Container-title:Assessment in Education: Principles, Policy & Practice
language:en
Short-container-title:Assessment in Education: Principles, Policy & Practice

Author:

Nagy Gabriel¹^ORCID,Nagengast Benjamin²^ORCID,Frey Andreas³,Becker Michael⁴,Rose Norman²

Affiliation:

1. Educational Measurement, Leibniz Institute for Science and Mathematics Education, Kiel, Germany

2. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany

3. Department of Research Methods in Education, Friedrich Schiller University Jena, Jena, Germany

4. Educational Governance, German Institute for International Educational Research, Berlin, Germany

Funder

Bundesministerium für Bildung und Forschung

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/0969594X.2018.1449100

Reference50 articles.

1. Reliability as a measurement design effect

2. Herkunftsbedingte Disparitäten im Bildungswesen: Differenzielle Bildungsprozesse und Probleme der Verteilungsgerechtigkeit

3. The Context of Context Effects

4. Item and testlet position effects in computer-based alternate assessments for students with disabilities

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4. The role of rapid guessing and test‐taking persistence in modelling test‐taking engagement;Journal of Computer Assisted Learning;2022-08-18

5. Exploring the Multiverse of Analytical Decisions in Scaling Educational Large-Scale Assessment Data: A Specification Curve Analysis for PISA 2018 Mathematics Data;European Journal of Investigation in Health, Psychology and Education;2022-07-07

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