Effect of Extreme and Acquiescence Response Style in TIMSS 2015

Autor/in	Ilgun Dibek, Munevver
Titel	Effect of Extreme and Acquiescence Response Style in TIMSS 2015
Quelle	In: Eurasian Journal of Educational Research, (2020) 87, S.199-219 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ilgun Dibek, Munevver)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Achievement Tests; Foreign Countries; International Assessment; Mathematics Achievement; Mathematics Tests; Response Style (Tests); Grade 8; Student Reaction; Item Response Theory; Cultural Differences; Value Judgment; Japan; South Korea; Taiwan (Taipei); Turkey; Oman; Jordan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Antwortverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Schülerkritik; Item-Response-Theorie; Kultureller Unterschied; Werturteil; Korea; Republik; Türkei
Abstract	Purpose: Cross-cultural comparisons based on ordinal Likert-type rating scales have been threatened by response style which is systematic tendencies to respond to items regardless of the item content. So, this study aimed to investigate the effect of extreme response style and acquisance response style on TIMSS 2015 data. Method: The sample of this descriptive study included eighth grade students of the countries Japan, Korea, Taipei, Turkey, Oman and Jordan. Students' responses to scale regarding value on mathematics were used. To examine the impact of response styles, partial credit model and partial credit model with response style were analyzed. Also, the estimates obtained from these models were compared. Findings: It was found that response styles existed in TIMSS 2015 data. Furthermore, the number of the students selecting the extreme categories were found to be lower than that of the students selecting relatively middle response categories. Additionally, item thresholds of the extreme categories were found to be distorted leading to biased determination of item response curves. Implications for Research and Practice: The presence of the response style in the large-scale assessment which guides policy makers in their regulations in the educational systems and gives information to teachers in their practices lead researchers to examine and control the effect of them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01