Previous research found a meaningful correlation between countries' mean engagement and mean performance on large-scale international assessments, motivating validity questions about aggregated scores¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Prior research has found a meaningful correlation between the mean engagement and mean performance of countries on assessments such as PISA and TIMSS, raising questions about the validity of their aggregated scores. → Steven Wise 2019
Evidence¶
Steven Wise 2019¶
Steven Wise, James Soland, Yuanchao Bo. (2019). The (non)impact of differential test taker engagement on aggregated scores. International Journal of Testing 20 (1), 55-77. https://www.nwea.org/research/publication/the-nonimpact-of-differential-test-taker-engagement-on-aggregated-scores/
q1 · i? · associational · r?
The article reports, as prior work rather than its own analysis, that previous research found a "meaningful correlation between the mean engagement and mean performance of countries." This background motivates the study's examination of school-level scores.
"This has led to questions about the validity of aggregated scores from large-scale international assessments such as PISA and TIMSS, as previous research has found a meaningful correlation between the mean engagement and mean performance of countries."
Discussion¶
Related Claims¶
- Disengaged test taking in international assessment programs threatens the validity of inferences about a country's educational attainment — related
- School-level aggregated scores on the computer-based PISA-Based Test for Schools were highly stable despite considerable differential engagement among schools — related
- Twenty years of research on disengaged test taking in international assessment programs yields six insights with implications for assessment programs — a broader claim this one bears on
- Test-taking engagement plays an essential role in the pursuit of valid scores — a broader claim this one bears on
- Country differences in reported levels of use of instructional practices were highly consistent across TIMSS waves (ClassListen r = .70; ClassDaily r = .91) — related
- Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations — related
- Correlational studies using large international datasets find negative associations between inquiry-based investigation involvement and science achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
engagement-performance-correlation-countries |
title |
Previous research found a meaningful correlation between countries' mean engagement and mean performance on large-scale international assessments, motivating validity questions about aggregated scores |
description |
Previous research found a meaningful correlation between countries' mean engagement and mean performance on large-scale international assessments, motivating validity questions about aggregated scores |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-wise-2019 |
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