01791nM2.01200024      h001 3506324\x1e002a20241209000000.0\x1e003 20250210000000.0\x1e02
5o1492111499\x1e030 zz5dr|rz|||1|\x1e037beng\x1e050 ||||||||g|||||\x1e051 m||||||\x1e060 \x1faText
\x1fbtxt\x1e061 \x1faComputermedien\x1fbc\x1e062 \x1faOnline-Ressource\x1fbcr\x1e070 BVB\x1e076 RDA-Aufnahm
e\x1e077 \x1fc0\x1e100 Avvisati, Francesco\x1e104bBuchholz, Janine \x88[Mitwirkender]\x89\x1e108bPiac
entini, Mario \x88[Mitwirkender]\x89\x1e112bVargas Madriz, Luis Francisco \x88[Mitwirkender]
\x89\x1e331 Item characteristics and test-taker disengagement in PISA\x1e359 Francesco, A
vvisati ... [et al]\x1e410 Paris\x1e412 OECD Publishing\x1e419 \x1faParis\x1fbOECD Publishing\x1fc
2024\x1e425a2024\x1e433 1 Online-Ressource (32 Seiten)\x1e435 21 x 28cm\x1e451 OECD Educatio
n Working Papers\x1e655e\x1fxVerlag\x1fzkostenfrei\x1f3Volltext\x1fuhttps://doi.org/10.1787/7ab
ea67b-en\x1e750 If test-takers do not engage with the assessment, the reliability o
f test scores and the validity of inferences about their proficiency may suffer.
 Test-taker disengagement is particularly likely in low-stakes assessments and, 
according to prior research, for certain types of students. But levels of engage
ment may also be related to aspects that test developers can manipulate, such as
 item characteristics. This paper investigates which item characteristics are as
sociated with two indicators of test-taker disengagement, rapid guessing and bre
akoffs, in an international assessment of reading. Analyses of data from almost 
500 000 students from 67 countries and economies that took part in the 2018 Prog
ramme for International Student Assessment (PISA) show that rapid guessing was o
bserved mainly on simple multiple-choice questions. Breakoffs were more likely i
n the presence of idiosyncratic selected-response formats, such as hot spot or m
atching tasks. Both rapid guessing and breakoffs were more frequent on tasks inv
olving long and complex texts\x1e\x1d