Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 3 Hypothesised response patterns associated with stable proficiency, a decline in engagement, a decline in proficiency, and test fatigue (example for reading, 2003 and 2009)

From: Changes in achievement on PISA: the case of Ireland and implications for international assessment practice

Stable achievement	P1 2009–P1 2003	P4 2009–P4 2003
Percent correct	No change	No change
Percent missing	No change	No change
Decline in engagement	P1 2009–P1 2003	P4 2009–P4 2003
Percent correct	No change	Decrease
Percent missing	No change	Increase
Decline in proficiency	P1 2009–P1 2003	P4 2009–P4 2003
Percent correct	Decrease	Decrease
Percent missing	Increase	Increase
Test fatigue	P1 2003–P4 2003	P1 2009–P4 2009
Percent correct	Decrease	Decrease
Percent missing	Increase	Increase

Note. P1 = position 1, P4 = position 4.

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