Predictors of individual performance changes related to item positions in PISA assessments

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 4 Mean ICC for persistence, mean correlations of ability and persistence between schools and within schools, and standard deviations across countries in PISA assessments

PISA cycle and domain	\(\overline{\text{ICC}}_{\delta }\) (SD)	\(\overline{\rho }_{{\theta_{s} \delta_{s} }}\) (SD)	\(\overline{\rho }_{{\theta_{ps} \delta_{ps} }}\) (SD)
2006 science	.079 (.062)	.428 (.620)	−.203 (.204)
2009 reading	.085 (.044)	.427 (.345)	−.132 (.125)
2012 mathematics	.063 (.052)	.225 (.507)	−.189 (.144)

Note \({\text{ICC}}_{\delta }\), the intraclass correlation for persistence; \(\rho_{{\theta_{s} \delta s}}\), correlation between persistence and ability at the school level; \(\rho_{{\theta_{ps} \delta ps}}\), correlation between persistence and ability at the student level