Exploring Test-Taking Disengagement in the Context of PISA 2022: Evidence from Process Data
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| Title: | Exploring Test-Taking Disengagement in the Context of PISA 2022: Evidence from Process Data |
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| Language: | English |
| Authors: | Basak Erdem Kara (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2025 17(2):305-315. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | International Assessment, Secondary School Students, Foreign Countries, Achievement Tests, Scores, Validity, Learner Engagement, Behavior Patterns, Reaction Time, Student Motivation, Profiles, Student Attitudes, Correlation, Mathematics Achievement, Mathematics Tests, Psychometrics |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| ISSN: | 1307-9298 |
| Abstract: | Achievement tests are commonly used in education to evaluate students' academic performance and proficiency in specific subject areas. However, there is a major problem that threatens the validity of achievement test scores which is test-taking disengagement. Respondents provide answers that are inconsistent with their true ability level and can introduce construct irrelevant variance that threatens the validity of scores. This study examines test-taking disengagement in the context of PISA 2022 using process data to identify patterns of behavior that influence student performance. Three key indicators; response time, number of actions and self-reported effort, were used to examine engagement levels. Employing Latent Profile Analysis (LPA), distinct profiles of test-takers were identified, ranging from highly engaged to disengaged groups. Results indicate that disengagement, characterized by low self-reported effort, minimal interactions, and rapid responses, is associated with lower test performance, threatening the validity of scores. These findings highlight the significance of accounting for disengagement when interpreting the results of large-scale assessments. The implications were discussed in relation to the existing literature and recommendations for future research were provided to address identified gaps and extend the study's contributions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468374 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Test-Taking Disengagement in the Context of PISA 2022: Evidence from Process Data – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Basak+Erdem+Kara%22">Basak Erdem Kara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3066-2892">0000-0003-3066-2892</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2025 17(2):305-315. – Name: Avail Label: Availability Group: Avail Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22International+Assessment%22">International Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Patterns%22">Behavior Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Reaction+Time%22">Reaction Time</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Program+for+International+Student+Assessment%22">Program for International Student Assessment</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1307-9298 – Name: Abstract Label: Abstract Group: Ab Data: Achievement tests are commonly used in education to evaluate students' academic performance and proficiency in specific subject areas. However, there is a major problem that threatens the validity of achievement test scores which is test-taking disengagement. Respondents provide answers that are inconsistent with their true ability level and can introduce construct irrelevant variance that threatens the validity of scores. This study examines test-taking disengagement in the context of PISA 2022 using process data to identify patterns of behavior that influence student performance. Three key indicators; response time, number of actions and self-reported effort, were used to examine engagement levels. Employing Latent Profile Analysis (LPA), distinct profiles of test-takers were identified, ranging from highly engaged to disengaged groups. Results indicate that disengagement, characterized by low self-reported effort, minimal interactions, and rapid responses, is associated with lower test performance, threatening the validity of scores. These findings highlight the significance of accounting for disengagement when interpreting the results of large-scale assessments. The implications were discussed in relation to the existing literature and recommendations for future research were provided to address identified gaps and extend the study's contributions. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1468374 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 305 Subjects: – SubjectFull: International Assessment Type: general – SubjectFull: Secondary School Students Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Achievement Tests Type: general – SubjectFull: Scores Type: general – SubjectFull: Validity Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Behavior Patterns Type: general – SubjectFull: Reaction Time Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Profiles Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Correlation Type: general – SubjectFull: Mathematics Achievement Type: general – SubjectFull: Mathematics Tests Type: general – SubjectFull: Psychometrics Type: general – SubjectFull: Program for International Student Assessment Type: general Titles: – TitleFull: Exploring Test-Taking Disengagement in the Context of PISA 2022: Evidence from Process Data Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Basak Erdem Kara IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1307-9298 Numbering: – Type: volume Value: 17 – Type: issue Value: 2 Titles: – TitleFull: International Electronic Journal of Elementary Education Type: main |
| ResultId | 1 |
