An Investigation of Why Students Do Not Respond to Questions

Jakwerth, Pamela M.; Stancavage, Frances B.; Reed, Ellen D.

doi:10.1037/e540572012-001

Cited by 19 publications

(16 citation statements)

References 2 publications

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“…Since some of the reasons for missing values include inability to answer the item correctly as well as other personality states and traits (cf. Jakwerth et al, 1999;Köhler et al, 2015a;Koretz et al, 1993;Pohl et al, 2014;Rose et al, 2010), we generated the missing data such that there would be dependence on ability and an explanatory variable in order to examine whether disregard of these relationships affects the parameter estimates of the structural model.…”

Section: Discussionmentioning

confidence: 99%

Dealing With Item Nonresponse in Large‐Scale Cognitive Assessments: The Impact of Missing Data Methods on Estimated Explanatory Relationships

Kohler

Pohl

Carstensen

2017

J Educational Measurement

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Competence data from low‐stakes educational large‐scale assessment studies allow for evaluating relationships between competencies and other variables. The impact of item‐level nonresponse has not been investigated with regard to statistics that determine the size of these relationships (e.g., correlations, regression coefficients). Classical approaches such as ignoring missing values or treating them as incorrect are currently applied in many large‐scale studies, while recent model‐based approaches that can account for nonignorable nonresponse have been developed. Estimates of item and person parameters have been demonstrated to be biased for classical approaches when missing data are missing not at random (MNAR). In our study, we focus on parameter estimates of the structural model (i.e., the true regression coefficient when regressing competence on an explanatory variable), simulating data according to various missing data mechanisms. We found that model‐based approaches and ignoring missing values performed well in retrieving regression coefficients even when we induced missing data that were MNAR. Treating missing values as incorrect responses can lead to substantial bias. We demonstrate the validity of our approach empirically and discuss the relevance of our results.

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Section: Discussionmentioning

confidence: 99%

Dealing With Item Nonresponse in Large‐Scale Cognitive Assessments: The Impact of Missing Data Methods on Estimated Explanatory Relationships

Kohler

Pohl

Carstensen

2017

J Educational Measurement

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“…In fact, omitted responses are often at least partially due to a lack of test-taking motivation (Jakewerth et al 1999;Wise and DeMars 2005). Latent variable modelling of omission propensity has revealed a negative relation with ability, that is, stronger test-takers omit fewer items (Holman and Glas 2005;Pohl et al 2013).…”

Section: Person Levelmentioning

confidence: 99%

Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics

Goldhammer

Martens

Lüdtke

2017

Large-scale Assess Educ

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“…Esto es relevante dado que las respuestas omitidas suelen dar cuenta de aquello que los estudiantes consideran demasiado distante, diferente o difícil para siquiera arriesgar una respuesta (Jakwerth et al, 1999). Por ende, los resultados ponen en evidencia que los estudiantes encontraron mayores dificultades para resolver correctamente o siquiera arriesgar una respuesta en las consignas de la prueba asociadas a capacidades de pensamiento de orden superior.…”

Section: Resultados Generales De Los Estudiantes En La Evaluaciónunclassified

Abriendo la «caja negra» del aula de ciencias: un estudio sobre la relación entre las prácticas de enseñanza sobre el cuerpo humano y las capacidades de pensamiento que se promueven en los alumnos de séptimo grado

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: 81-103 Investigaciones didácticas https://doi.org/10.5565/rev/ensciencias.2519 ISSN (impreso): 0212-4521 / ISSN (digital): Furman, M., Luzuriaga, M., Taylor, I., Anauati, M. V., & Podestá M. E. (2018). Abriendo la «caja negra» del aula de ciencias: un estudio sobre la relación entre las prácticas de enseñanza sobre el cuerpo humano y las capacidades de pensamiento que se promueven en los alumnos de séptimo grado. Enseñanza de las ciencias, 36(2), 81-103.Abriendo la «caja negra» del aula de ciencias: un estudio sobre la relación entre las prácticas de enseñanza sobre el cuerpo humano y las capacidades de pensamiento que se promueven en los alumnos de séptimo grado Opening the «black box» of the science classroom: a study on the relationship between teaching practices on the topic of the Human Body and the thinking skills promoted in 7th grade students RESUMEN • Comprender los bajos desempeños de los alumnos argentinos en las evaluaciones de ciencias implica abrir la «caja negra» del aula para analizar las prácticas de enseñanza. Se realizó un estudio cuanti-cualitativo en una muestra representativa de 36 cursos de séptimo grado (alumnos de entre 12 y 13 años) de 19 escuelas estatales de la ciudad de Buenos Aires. Se analizó el tiempo dedicado al área y los tipos de actividades propuestas por los docentes a partir de los cuadernos de clase de los alumnos y se evaluó a todos los estudiantes (574). Observamos que en promedio se dictan 1,75 horas de clase semanales de ciencias, frente a las 4 estipuladas, y que el 81 % de las actividades promueven capacidades de pensamiento de orden inferior. Más tiempo de enseñanza y de actividades de orden superior correlacionan positivamente con el rendimiento de los alumnos en la prueba (r = 0,66 p < 0,05 y r = 0,5 p < 0,05, respectivamente).PALABRAS CLAVE: enseñanza de las ciencias; escuela primaria; pensamiento de orden superior; prácticas de enseñanza. ABSTRACT • Explaining low student achievement in Science requires opening the «black box» of the classroom to understand teaching practices. This mixed methods study on science teaching was conducted in a representative sample of 36 7th grade classes (students between 12 and 13 years old) from 19 state schools in the City of Buenos Aires, Argentina. All students (n = 574) were evaluated to understand the relationship between teaching practices and learning outcomes. Using student workbooks, we found that teachers taught an average of 1.75 hours of science lessons per week, versus the 4 hours specified by local guidelines, and that 81% of teaching activities promote lower order thinking skills (such as recalling and reproducing facts). This is worrying as increasing teaching time and higher order activities correlate positively with student learning outcomes (r = 0.66 p < 0.05 and r = 0.5 p < 0.05 respectively).

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An Investigation of Why Students Do Not Respond to Questions

Cited by 19 publications

References 2 publications

Dealing With Item Nonresponse in Large‐Scale Cognitive Assessments: The Impact of Missing Data Methods on Estimated Explanatory Relationships

Dealing With Item Nonresponse in Large‐Scale Cognitive Assessments: The Impact of Missing Data Methods on Estimated Explanatory Relationships

Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics

Abriendo la «caja negra» del aula de ciencias: un estudio sobre la relación entre las prácticas de enseñanza sobre el cuerpo humano y las capacidades de pensamiento que se promueven en los alumnos de séptimo grado

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