Measuring Motivation to Take Low-Stakes Large-Scale Test: New Model Based on Analyses of "Participant-Own-Defined" Missingness

Autor/inn/en	Liu, Yuan; Hau, Kit-Tai
Titel	Measuring Motivation to Take Low-Stakes Large-Scale Test: New Model Based on Analyses of "Participant-Own-Defined" Missingness
Quelle	In: Educational and Psychological Measurement, 80 (2020) 6, S.1115-1144 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164420911972
Schlagwörter	Response Style (Tests); Motivation; Test Items; Statistical Analysis; International Assessment; Foreign Countries; Achievement Tests; Secondary School Students; Cultural Differences; Singapore; Taiwan; Hong Kong; China; Canada; Australia; United Kingdom; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Antwortverhalten; psychologische; Motivation (psychologisch); Test content; Testaufgabe; Statistische Analyse; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Kultureller Unterschied; Singapur; Hongkong; Kanada; Australien; Großbritannien; USA
Abstract	In large-scale low-stake assessment such as the Programme for International Student Assessment (PISA), students may skip items (missingness) which are within their ability to complete. The detection and taking care of these noneffortful responses, as a measure of test-taking motivation, is an important issue in modern psychometric models. Traditional approaches based on questionnaires and item response theory may have different limitations. In the present research, we proposed a new way by directly using "participant-own-defined" missing item information (user missingness) in a zero-inflated Poisson model. An empirical study using the PISA 2015 data (eight representative economies in two cultures) and another simulation study were conducted to validate our new approach. Results indicated that our model could successfully capture test-taking motivation. We also found that the Confucian students had lower user missingness irrespective of item positions as compared with their Western counterparts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01