Ensuring comparability of Likert-style items across different countries is a widespread challenge for authors of large-scale international surveys. Using data from the EUROGRADUATE Pilot Survey, this study employs a series of latent class analyses to explore which response patterns emerge from self-assessment of acquired and required skills of…

Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across…

This study aims to first investigate the effect of the extreme response style (ERS) which could lead to an attitude-achievement paradox among the countries participating in the Trends in International Mathematics and Science Study (TIMSS 2015), and then to determine the individual- and country-level relationships between attitude and achievement…

The present study used process data from a computer-based problem-solving task as indications of behavioural level of test-taking effort, and explored how behavioural item-level effort related to overall test performance and self-reported effort. Variables were extracted from raw process data and clustered. Four distinct clusters were obtained and…

In the literature, response style is one of the factors causing an achievement-attitude paradox and threatens the validity of the results obtained from studies. In this regard, the aim of this study is two-fold. Firstly, it attempts to determine which item response tree (IRTree) models based on the generalized linear mixed model (GLMM) approach…

This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment…

In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of…

This study examined contextual effects in Norwegian 10th-grade students' reports on cognitive and metacognitive strategies when using the Cross-Curricular Competencies (CCC) instrument. The CCC was first administered as the final task in a long (three-hour) testing session in the Organisation for Economic Co-operation and Development Program for…

Ten items consisting of five DSC items and five LSC items were translated into Norwegian in order (a) to control the verbal anxiety responses from defensive tendencies, (b) to handle the problem of response set (the tendency to answer a questionnaire in a stereotyped way), and (c) to permit research concerning the nature of defensiveness itself.…