Examining Persistence in Test-Taking Through Timing Data: Exploratory Evidence From TIMSS

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Examination of Individual and Contextual-Level Variables in Large-Scale Assessments (Table 1)

Abstract

This study investigates the role of persistence and effort on student performance on computer-based assessments, using e-TIMSS 2019 data from US 4th graders. The research introduces two indicators: 'successful persistence', where students spend more than the average time on correct answers, and 'unsuccessful persistence', where students spend more time on incorrect responses. Findings reveal that lower-achieving students tend to exhibit more unsuccessful persistence, indicating inefficient time management and misalignment with their ability level. By including these persistence measures along with test scores, we can better understand students' test-taking strategies and performance, enhancing the validity of low-stakes assessments. The study offers implications for future research, including adjustments to these indicators and their application in a broader, international context.

Authors

• Elena C. Papanastasiou, University of Nicosia

• Evi Konstantinidou, University of Nicosia