When there are no personal consequences associated with test performance for examinees, rapid guessing (RG) is a concern and can differ between subgroups. To date, the impact of differential RG on item-level measurement invariance has received minimal attention. To that end, a simulation study was conducted to examine the robustness of the…

The OECD's Programme for International Student Assessment (PISA) has become one of the key studies for evidence-based education policymaking across the globe. PISA has however received a lot of methodological criticism, including how the test scores are created. The aim of this paper is to investigate the so-called 'conditioning model', where…

This study aimed to investigate cross-cultural measurement invariance of the PISA (Programme for International Student Assessment, 2015) science literacy test and items and to carry out a bias study on the items which violate measurement invariance. The study used a descriptive review model. The sample of the study consisted of 2224 students…

Mathematical knowledge and skills are needed to find solutions to the problems encountered in daily life. Although individuals are given the opportunity to receive equal education, it is seen that there are differences in the achievement of individuals. Individual-based factors can affect the achievement of individuals. One of the most important…

Testlets have advantages such as making it possible to measure higher-order thinking skills and saving time, which are accepted in the literature. For this reason, they have often been preferred in many implementations from in-class assessments to large-scale assessments. Because of increased usage of testlets, the following questions are…

Although the root-mean squared deviation (RMSD) is a popular statistical measure for evaluating country-specific item-level misfit (i.e., differential item functioning [DIF]) in international large-scale assessment, this paper shows that its sensitivity to detect misfit may depend strongly on the proficiency distribution of the considered…

Previous studies that attempted to explain why girls often perform better than boys in reading have emphasized the role of values and beliefs, with little attention paid to the role of emotions. This study focused on the role of parent-child emotional contagion in explaining gender differences, by investigating how parents' reading emotion…

This article investigates the failure of introducing comprehensive schooling in Austria, one of few 'conservative' outliers in the European post-war reform trend where early selection survived reform attempts in the 1970s. In particular, the focus is on the most recent attempt to postpone tracking from the age of 10-14 in the wake of Austria's…

In this article I describe teacher-student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by students' unique experiences and socialisation. Drawing on sociological theories on interaction and communication, I argue that the type and quality of the teacher-student feedback perceived…

Covariates have been used in mixture IRT models to help explain why examinees are classed into different latent classes. Previous research has considered manifest variables as covariates in a mixture Rasch analysis for prediction of group membership. Latent covariates, however, are more likely to have higher correlations with the latent class…

Rapid response behaviour, a type of test disengagement, cannot be interpreted as a true indicator of the targeted constructs and may compromise score accuracy as well as score validity for interpretation. Rapid responding may be due to multiple factors for diverse populations. In this study, using Programme for International Student Assessment…

Comparing group is one of the key uses of large-scale assessment results, which are used to gain insights to inform policy and practice and to examine the comparability of scores and score meaning. Such comparisons typically focus on examinees' final answers and responses to test questions, ignoring response process differences groups may engage…

Science literacy, which is included in Programme for International Student Assessment (PISA) as an assessment area, is an important research and discussion area of science education literature with all its dimensions. In this study, the clustering results of the students from 34 Organization for Economic Cooperation and Development (OECD)…

This paper describes and evaluates a multistage adaptive testing (MSAT) design that was implemented for the Programme for International Student Assessment (PISA) 2018 main survey for the major domain of Reading. Through a simulation study, recovery of item response theory model parameters and measurement precision were examined. The PISA 2018 MSAT…

Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The…