Frank Goldhammer|Thomas Martens|Oliver Lüdtke
Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics
DIPF  Leibniz Institute for Research and Information in Education|MSH Medical School Hamburg – University of Applied Sciences and Medical University|Leibniz Institute for Science and Mathematics Education
potential problem lowstakes largescale assessments programme international assessment adult competencies piaac low testtaking engagement present study pursued two goals order better understand conditioning factors testtaking disengagement first modelbased approach used investigate whether item indicators disengagement constitute continuous latent person variable domain second effects person item characteristics jointly tested using explanatory item response models analyses based canadian sample round 1 piaac n 26683 participants completing test items domains literacy numeracy problem solving binary item disengagement indicators created means item response time thresholds results showed disengagement indicators define latent dimension domain disengagement increased lower educational attainment lower cognitive skills test language participants native language gender exert effect disengagement age positive effect problem solving items location second two assessment modules positively related disengagement item difficulty latter effect negatively moderated cognitive skill suggesting poor testtakers especially likely disengage difficult items negative effect cognitive skill positive effect item difficulty negative interaction effect support assumption disengagement outcome individual expectations success informed disengagement