PISA Computer-Based Assessment of Student Skills in Science

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This report documents the initial step towards an electronically-delivered Programme for International Student Assessment (PISA) test pioneered by Denmark, Iceland and Korea. In 2006, the PISA assessment of science included for the first time a computer-based test. The results discussed in this report highlight numerous challenges and encourage countries to take the work further.

PISA Computer-Based Assessment of Student Skills in Science describes how the 2006 survey was administered, presents 15-year-olds’ achievement scores in science and explains the impact of information communication technologies on both males’ and females’ science skills. While males outperformed females on the computer-based test in all three countries, females in Iceland and males in Denmark performed better than their counterparts on the paper-and-pencil test. The evidence shows that, overall, males are more confident and use computers more frequently. While females tend to use the Internet more for social networking activities, males tend to browse the Internet, play games and download software.

Readers will also learn how students reacted to the electronic questionnaire and how it compared with pencil-and-paper tests. In general, there were no group differences across test methods buts students enjoyed the computer-based test more than the paper-and-pencil test.



Annex A. Sampling information

The decision to impute plausible values on the CBAS scale for students in CBAS participating schools that participated only in PISA paper-and-pencil test was made by data analysts of the Consortium (Westat and ACER). The quality of imputing missing values was evaluated and the ISL CBAS situation approximated as closely as possible: effective sample size = 400, correlation between SCIE and CBAS r=0.9, correlation between probability to respond and CBAS performance p = 0.1 (it is low, because for most students the non-response is random, so for that group p = 0) and non-response rate = 0.8. In the following simulation, only scores on one other dimension are used (therefore background information, reading and mathematics performance are not taken into account).


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