9791221501063-39.pdf

In Italy, the National Institute for the Evaluation of the Education and Training System (INVALSI) every year administers standardized tests via computer-based testing (CBT) to students attending grades 8, 10, and 13. The CBT mode allows to collect data not only on the students’ response accuracy (R...

Πλήρης περιγραφή

Λεπτομέρειες βιβλιογραφικής εγγραφής
Γλώσσα:English
Έκδοση: Firenze University Press, Genova University Press 2023
Διαθέσιμο Online:https://books.fupress.com/doi/capitoli/979-12-215-0106-3_39
id oapen-20.500.12657-74911
record_format dspace
spelling oapen-20.500.12657-749112023-08-03T17:59:39Z Chapter The joint estimation of accuracy and speed: An application to the INVALSI data Bungaro, Luca Desimoni, Marta MATTEUCCI, MARIAGIULIA MIGNANI, STEFANIA educational assessment large standardized test mathematics achievement IRT models for response times multilevel models bic Book Industry Communication::J Society & social sciences In Italy, the National Institute for the Evaluation of the Education and Training System (INVALSI) every year administers standardized tests via computer-based testing (CBT) to students attending grades 8, 10, and 13. The CBT mode allows to collect data not only on the students’ response accuracy (RA) based on item responses, but also on their response times (RT). By using these data, it is now possible to estimate the speed ability of examinees, besides the usual ability (e.g. Italian language, mathematics or English ability). In this study, we use the 2018 mathematics data for grade 10 to estimate the ability and speed of students following the fully Bayesian approach of Fox et al. (2021), who implemented in the R package LNIRT the models of van der Linden (2007) and Klein Entik et al. (2009). In a second step, we use the estimated mathematics ability and speed in a bivariate multilevel model, where the first-level units are represented by students and the second-level units are represented by classes. Covariates such as gender, school type, immigrant status, economic, social, and cultural status, prior achievement, grade retention, student anxiety, class compositional variables, and geographical area are included in the model. The main results show that the ability and speed are inversely proportional, e.g. as ability increases, speed decreases. Also, differences in the students performance by gender and school type are significant for both ability and speed. 2023-08-03T15:06:32Z 2023-08-03T15:06:32Z 2023 chapter ONIX_20230803_9791221501063_107 2704-5846 9791221501063 https://library.oapen.org/handle/20.500.12657/74911 eng Proceedings e report application/pdf Attribution 4.0 International 9791221501063-39.pdf https://books.fupress.com/doi/capitoli/979-12-215-0106-3_39 Firenze University Press, Genova University Press ASA 2022 Data-Driven Decision Making 10.36253/979-12-215-0106-3.39 10.36253/979-12-215-0106-3.39 9223d3ac-6fd2-44c9-bb99-5b98ca9d2fad 863aa499-dbee-4191-9a14-3b5d5ef9e635 9791221501063 134 6 Florence open access
institution OAPEN
collection DSpace
language English
description In Italy, the National Institute for the Evaluation of the Education and Training System (INVALSI) every year administers standardized tests via computer-based testing (CBT) to students attending grades 8, 10, and 13. The CBT mode allows to collect data not only on the students’ response accuracy (RA) based on item responses, but also on their response times (RT). By using these data, it is now possible to estimate the speed ability of examinees, besides the usual ability (e.g. Italian language, mathematics or English ability). In this study, we use the 2018 mathematics data for grade 10 to estimate the ability and speed of students following the fully Bayesian approach of Fox et al. (2021), who implemented in the R package LNIRT the models of van der Linden (2007) and Klein Entik et al. (2009). In a second step, we use the estimated mathematics ability and speed in a bivariate multilevel model, where the first-level units are represented by students and the second-level units are represented by classes. Covariates such as gender, school type, immigrant status, economic, social, and cultural status, prior achievement, grade retention, student anxiety, class compositional variables, and geographical area are included in the model. The main results show that the ability and speed are inversely proportional, e.g. as ability increases, speed decreases. Also, differences in the students performance by gender and school type are significant for both ability and speed.
title 9791221501063-39.pdf
spellingShingle 9791221501063-39.pdf
title_short 9791221501063-39.pdf
title_full 9791221501063-39.pdf
title_fullStr 9791221501063-39.pdf
title_full_unstemmed 9791221501063-39.pdf
title_sort 9791221501063-39.pdf
publisher Firenze University Press, Genova University Press
publishDate 2023
url https://books.fupress.com/doi/capitoli/979-12-215-0106-3_39
_version_ 1799945308963078144