• Steffi Pohl
  • Esther Ulitzsch
  • Matthias von Davier
Educational large-scale assessments (LSAs), such as the Programme for International Student Assessment (PISA), with their widely publicized country rankings, are central sources of information used in policy interventions in education. Their main aim is to assess competencies needed to meet real-life challenges (1). Current reporting practices, however, confound differences in test-taking behavior (such as working speed and item nonresponse) with differences in competencies (ability). Furthermore, they do so in a different way for different examinees, threatening the fairness of comparisons, such as country rankings (2, 3). We argue that test-taking behavior is not a nuisance factor that may confound measurement, but an aspect that provides important information on how examinees approach tasks, which is relevant for real-life outcomes. Disentangling and reporting all of these factors as part of a portfolio of performance could result in fairer comparisons across groups and also allow for a better understanding and valid assessment of competencies, as well as for more tailored interventions, targeting possible causes of low performance.
Original languageEnglish
Issue number6540
Pages (from-to)338-340
Publication statusPublished - 23.04.2021

ID: 1636470