BackgroundTIMSS 2019 is the first assessment in the TIMSS transition to a computer-based assessment system, called eTIMSS. The TIMSS 2019 Item Equivalence Study was conducted in advance of the field test in 2017 to examine the potential for mode effects on the psychometric behavior of the TIMSS mathematics and science trend items induced by the change to computer-based administration.MethodsThe study employed a counterbalanced, within-subjects design to investigate the potential for eTIMSS mode effects. Sample sizes for analysis included 16,894 fourth grade students from 24 countries and 9,164 eighth grade students from 11 countries. Following a review of the differences of the trend items in paper and digital formats, item statistics were examined item by item and aggregated by subject for paperTIMSS and eTIMSS. Then, the TIMSS scaling methods were applied to produce achievement scale scores for each mode. These were used to estimate the expected magnitude of the mode effects on student achievement.ResultsThe results of the study provide support that the mathematics and science constructs assessed by the trend items were mostly unaffected in the transition to eTIMSS at both grades. However, there was an overall mode effect, where items were more difficult for students in digital formats compared to paper. The effect was larger in mathematics than science.ConclusionsBecause the trend items cannot be expected to be sufficiently equivalent across paperTIMSS and eTIMSS, it was concluded that modifications must be made to the usual item calibration model for TIMSS 2019 to measure trends. Each eTIMSS 2019 trend country will administer paper trend booklets to a nationally representative sample of students, in addition to the usual student sample, to provide a bridge between paperTIMSS and eTIMSS results.

中文翻译：

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TIMSS 2019项目等效性研究：检查模式评估对基于计算机的评估的影响以及对趋势测量的影响

背景TIMSS 2019是TIMSS向基于计算机的评估系统eTIMSS过渡中的第一个评估。TIMSS 2019年项目等效性研究是在2017年进行现场测试之前进行的，目的是研究因计算机管理方式的改变而引起的模式变化对TIMSS数学和科学趋势项目的心理计量行为的潜在影响。 ，受试者内部设计以研究eTIMSS模式效应的潜力。分析的样本量包括来自24个国家的16,894名四年级学生和来自11个国家的9,164名八年级学生。在回顾了纸质和数字格式趋势项目的差异之后，逐项检查了项目统计信息，并按主题汇总了纸张TIMSS和eTIMSS。然后，TIMSS缩放方法被用于为每种模式产生成就等级分数。这些结果被用来估计模式对学生成绩的预期影响。结果研究结果提供了趋势项目评估的数学和科学结构在两个年级向eTIMSS过渡过程中基本不受影响的支持。但是，存在整体模式的影响，数字形式的学生比纸质的学生要困难得多。在数学中，此影响大于在科学中的影响。结论由于无法预期趋势项目在纸张TIMSS和eTIMSS上足够等效，因此得出结论，必须对TIMSS 2019的常规项目校准模型进行修改以测量趋势。