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Examining the Attitude-Achievement Paradox in PISA Using a Multilevel Multidimensional IRT Model for Extreme Response Style
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Lu, Yi; Bolt, Daniel M. – Large-scale Assessments in Education, 2015
In this paper, we consider a two-level multidimensional item response model that examines country differences in extreme response style (ERS) as a possible cause for the achievement-attitude paradox in PISA 2006. The model is an extension of Bolt & Newton (2011) that uses response data from seven attitudinal scales to assess response style and…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students