Pub Date : 2023-11-13DOI: 10.1186/s40536-023-00185-5
Areum Han, Florian Krieger, Francesca Borgonovi, Samuel Greiff
Abstract Process data are becoming more and more popular in education research. In the field of computer-based assessments of collaborative problem solving (ColPS), process data have been used to identify students’ test-taking strategies while working on the assessment, and such data can be used to complement data collected on accuracy and overall performance. Such information can be used to understand, for example, whether students are able to use a range of styles and strategies to solve different problems, given evidence that such cognitive flexibility may be important in labor markets and societies. In addition, process information might help researchers better identify the determinants of poor performance and interventions that can help students succeed. However, this line of research, particularly research that uses these data to profile students, is still in its infancy and has mostly been centered on small- to medium-scale collaboration settings between people (i.e., the human-to-human approach). There are only a few studies involving large-scale assessments of ColPS between a respondent and computer agents (i.e., the human-to-agent approach), where problem spaces are more standardized and fewer biases and confounds exist. In this study, we investigated students’ ColPS behavioral patterns using latent profile analyses (LPA) based on two types of process data (i.e., response times and the number of actions) collected from the Program for International Student Assessment (PISA) 2015 ColPS assessment, a large-scale international assessment of the human-to-agent approach. Analyses were conducted on test-takers who: (a) were administered the assessment in English and (b) were assigned the Xandar unit at the beginning of the test. The total sample size was N = 2,520. Analyses revealed two profiles (i.e., Profile 1 [95%] vs. Profile 2 [5%]) showing different behavioral characteristics across the four parts of the assessment unit. Significant differences were also found in overall performance between the profiles.
{"title":"Behavioral patterns in collaborative problem solving: a latent profile analysis based on response times and actions in PISA 2015","authors":"Areum Han, Florian Krieger, Francesca Borgonovi, Samuel Greiff","doi":"10.1186/s40536-023-00185-5","DOIUrl":"https://doi.org/10.1186/s40536-023-00185-5","url":null,"abstract":"Abstract Process data are becoming more and more popular in education research. In the field of computer-based assessments of collaborative problem solving (ColPS), process data have been used to identify students’ test-taking strategies while working on the assessment, and such data can be used to complement data collected on accuracy and overall performance. Such information can be used to understand, for example, whether students are able to use a range of styles and strategies to solve different problems, given evidence that such cognitive flexibility may be important in labor markets and societies. In addition, process information might help researchers better identify the determinants of poor performance and interventions that can help students succeed. However, this line of research, particularly research that uses these data to profile students, is still in its infancy and has mostly been centered on small- to medium-scale collaboration settings between people (i.e., the human-to-human approach). There are only a few studies involving large-scale assessments of ColPS between a respondent and computer agents (i.e., the human-to-agent approach), where problem spaces are more standardized and fewer biases and confounds exist. In this study, we investigated students’ ColPS behavioral patterns using latent profile analyses (LPA) based on two types of process data (i.e., response times and the number of actions) collected from the Program for International Student Assessment (PISA) 2015 ColPS assessment, a large-scale international assessment of the human-to-agent approach. Analyses were conducted on test-takers who: (a) were administered the assessment in English and (b) were assigned the Xandar unit at the beginning of the test. The total sample size was N = 2,520. Analyses revealed two profiles (i.e., Profile 1 [95%] vs. Profile 2 [5%]) showing different behavioral characteristics across the four parts of the assessment unit. Significant differences were also found in overall performance between the profiles.","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"47 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136346378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1186/s40536-023-00183-7
Alexandra Shelton, Tuba Gezer
Abstract Students with disabilities generally experience educational inequities around the world. The coronavirus 2019 (COVID-19) pandemic likely exacerbated these inequities in access, resources, and support as schools shut down to mitigate the spread of the disease. Although some research has explored disparities between students with and without disabilities during the pandemic, limited research has explored this issue from the perspective of students across multiple countries. Therefore, we conducted a secondary analysis of the UNESCO Responses to Educational Disruption Survey student questionnaire administered to eighth graders in five countries to investigate changes in the educational experiences of students with disabilities during COVID-19 school disruptions and differences between these experiences and the experiences of students without disabilities during these disruptions. Specifically, we aimed to understand how students with disabilities’ perceptions of their educational experiences changed during disruptions and varied from those of students without disabilities. Contrary to previous research, our findings revealed that students with disabilities generally reported positive experiences to a greater extent than students without disabilities. We discuss the implications of these findings and areas for future research beyond the COVID-19 pandemic.
{"title":"Investigating the educational experiences of students with disabilities during the COVID-19 school disruption: an international perspective","authors":"Alexandra Shelton, Tuba Gezer","doi":"10.1186/s40536-023-00183-7","DOIUrl":"https://doi.org/10.1186/s40536-023-00183-7","url":null,"abstract":"Abstract Students with disabilities generally experience educational inequities around the world. The coronavirus 2019 (COVID-19) pandemic likely exacerbated these inequities in access, resources, and support as schools shut down to mitigate the spread of the disease. Although some research has explored disparities between students with and without disabilities during the pandemic, limited research has explored this issue from the perspective of students across multiple countries. Therefore, we conducted a secondary analysis of the UNESCO Responses to Educational Disruption Survey student questionnaire administered to eighth graders in five countries to investigate changes in the educational experiences of students with disabilities during COVID-19 school disruptions and differences between these experiences and the experiences of students without disabilities during these disruptions. Specifically, we aimed to understand how students with disabilities’ perceptions of their educational experiences changed during disruptions and varied from those of students without disabilities. Contrary to previous research, our findings revealed that students with disabilities generally reported positive experiences to a greater extent than students without disabilities. We discuss the implications of these findings and areas for future research beyond the COVID-19 pandemic.","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1186/s40536-023-00182-8
Spyros Konstantopoulos, Ting Shen
Abstract This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control for observed and unobserved time-invariant factors, including student and school time-constant variables, are employed to analyze national data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). Results suggest a significant linear association between reducing class size and interpersonal skills. Teacher experience is saliently, positively and significantly related with student self-control, interpersonal skills, and approaches to learning, and negatively associated with externalizing problem behaviors. Teacher education and certification were not associated with any of the five non-cognitive outcomes. Changing schools had a negative effect on student’s self-control.
{"title":"Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data","authors":"Spyros Konstantopoulos, Ting Shen","doi":"10.1186/s40536-023-00182-8","DOIUrl":"https://doi.org/10.1186/s40536-023-00182-8","url":null,"abstract":"Abstract This study examines the association between class size, teacher characteristics and five non-cognitive student outcomes (i.e., self-control, interpersonal skills, approaches to learning, externalizing and internalizing problem behaviors) in grades K-3. Individual fixed-effects, that control for observed and unobserved time-invariant factors, including student and school time-constant variables, are employed to analyze national data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). Results suggest a significant linear association between reducing class size and interpersonal skills. Teacher experience is saliently, positively and significantly related with student self-control, interpersonal skills, and approaches to learning, and negatively associated with externalizing problem behaviors. Teacher education and certification were not associated with any of the five non-cognitive outcomes. Changing schools had a negative effect on student’s self-control.","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135742264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1186/s40536-023-00179-3
Xiaying Zheng, F. Şahin, Ebru Erberber, F. Fonseca
{"title":"Identification and cross-country comparison of students’ test-taking behaviors in selected eTIMSS 2019 countries","authors":"Xiaying Zheng, F. Şahin, Ebru Erberber, F. Fonseca","doi":"10.1186/s40536-023-00179-3","DOIUrl":"https://doi.org/10.1186/s40536-023-00179-3","url":null,"abstract":"","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"11 1","pages":"1-14"},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44919912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.1186/s40536-023-00181-9
Demos Michael, L. Kyriakides
{"title":"Mediating effects of motivation and socioeconomic status on reading achievement: a secondary analysis of PISA 2018","authors":"Demos Michael, L. Kyriakides","doi":"10.1186/s40536-023-00181-9","DOIUrl":"https://doi.org/10.1186/s40536-023-00181-9","url":null,"abstract":"","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"11 1","pages":"1-25"},"PeriodicalIF":3.1,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43755606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1186/s40536-023-00180-w
Rayya Younes, Sara Salloum, Maya Antoun
{"title":"The effects of language and home factors on Lebanese students’ mathematics performance in TIMSS","authors":"Rayya Younes, Sara Salloum, Maya Antoun","doi":"10.1186/s40536-023-00180-w","DOIUrl":"https://doi.org/10.1186/s40536-023-00180-w","url":null,"abstract":"","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"11 1","pages":"1-17"},"PeriodicalIF":3.1,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46560751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1186/s40536-023-00178-4
Francesco Avvisati, F. Borgonovi
{"title":"Young videogamers and their approach to science inquiry","authors":"Francesco Avvisati, F. Borgonovi","doi":"10.1186/s40536-023-00178-4","DOIUrl":"https://doi.org/10.1186/s40536-023-00178-4","url":null,"abstract":"","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":" ","pages":"1-25"},"PeriodicalIF":3.1,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48741340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1186/s40536-023-00164-w
Caitlin Tenison, Jesse R. Sparks
{"title":"Combining cognitive theory and data driven approaches to examine students’ search behaviors in simulated digital environments","authors":"Caitlin Tenison, Jesse R. Sparks","doi":"10.1186/s40536-023-00164-w","DOIUrl":"https://doi.org/10.1186/s40536-023-00164-w","url":null,"abstract":"","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"11 1","pages":"1-39"},"PeriodicalIF":3.1,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49071573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-22DOI: 10.1186/s40536-023-00177-5
Guher Gorgun, O. Bulut
{"title":"Incorporating test-taking engagement into the item selection algorithm in low-stakes computerized adaptive tests","authors":"Guher Gorgun, O. Bulut","doi":"10.1186/s40536-023-00177-5","DOIUrl":"https://doi.org/10.1186/s40536-023-00177-5","url":null,"abstract":"","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":" ","pages":"1-21"},"PeriodicalIF":3.1,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44988345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-19DOI: 10.1186/s40536-023-00176-6
A. Robitzsch, O. Lüdtke
{"title":"Comparing different trend estimation approaches in country means and standard deviations in international large-scale assessment studies","authors":"A. Robitzsch, O. Lüdtke","doi":"10.1186/s40536-023-00176-6","DOIUrl":"https://doi.org/10.1186/s40536-023-00176-6","url":null,"abstract":"","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":"11 1","pages":"1-37"},"PeriodicalIF":3.1,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41373702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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