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Journal
2013 | Edukacja. An interdisciplinary approach 1 | 5–24
Article title

Results of the 2002–2010 lower secondary school leaving exams on a common scale

Title variants
Languages of publication
EN
Abstracts
EN
The article presents the methodology and results of a survey on equating the lower secondary school examinations from 2002–2010. The survey was carried out by the Student Performance Analysis Unit at the Educational Research Institute. More than 10 000 students were selected for the equating study and information about more than 500 items was used. IRT models were used for equating exams, the results were presented on a latent variable scale and the observed score scale. Using this procedure, it was possible to isolate random difficulty variation between exam papers from specific years and present changes in ability level of students taking the exam. Based on the results, the level of humanities abilities of lower secondary school leavers was stable, whilst maths and science demonstrated a downward trend. Equating was validated by comparison with the results of the international PISA survey. Results for the arts and humanities were consistent with the PISA results for reading literacy. Maths and science, as compared with the PISA survey maths section demonstrated greater divergence.
Journal
Year
Pages
5–24
Physical description
Dates
issued
2013-08-30
Contributors
  • Educational Research Institute
  • Educational Research Institute
  • Educational Research Institute
author
  • Educational Research Institute
  • Educational Research Institute
References
  • Davier von, A. A., Holland, P. W. and Thayer, D. T. (2004). The kernel method of test equating. New York, NY: Springer Verlag.
  • Glas C. A. (2010). Preliminary manual of the software program Multidimensional Item Response Theory (MIRT). Enschede: University of Twente.
  • Glas C. A. W. and Béguin A. A. (1996). Appropriateness of IRT observed-score equating. Research Report 1996–2, Enschede: University of Twente.
  • Kolen, M. J. and Brennan R. L. (2004). Test equating, scaling, and linking: Method and practice (2nd ed.). New York, NY: Springer Verlag.
  • Patz R. J. and Junker B. W. (1999). A straightforward approach to Markov Chain Monte Carlo methods for Item Response Models. Journal of Educational and Behavioural Statistics, 24(2), 146–178.
  • OECD [Organization for Economic Co-operation and Development] (2003). Program Międzynarodowej Oceny Umiejętności Uczniów OECD PISA. Wyniki badania 2003 w Polsce [Programme for International Student Assessment. Results of the study in 2003 in Poland]. Unpublished typescript.
  • OECD (2006). Program Międzynarodowej Oceny Umiejętności Uczniów OECD PISA. Wyniki badania 2006 w Polsce. [Programme for International Student Assessment. Results of the study in 2006 in Poland] Retrieved from http://www.ifispan.waw.pl/pliki/pisa_raport_2006.pdf
  • OECD (2009). Program Międzynarodowej Oceny Umiejętności Uczniów OECD PISA. Wyniki badania 2009 w Polsce [Programme for International Student Assessment. Results of the study in 2009 in Poland]. Retrieved from http://www.ifispan.waw.pl/pliki/pisa_2009.pdf
  • Wu. M. (2005). The role of plausible values in large-scale surveys. Studies in Educational Evaluation, 31, 114–128.
  • Torre, J. de la (2009). Improving the quality of ability estimates through multidimensional scoring and incorporation of ancillary variables. Applied Psychological Measurement, 33(6), doi: 10.1177/0146621608329890
Notes
EN
http://www.edukacja.ibe.edu.pl/images/numery/2013/6-1-szaleniec-et-al-results-of-the-2002-2010-leaving-exams.pdf
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-68d1b89a-6292-4003-a408-5915155ccf45
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