ABSTRACT

There has been increasing concern about the presence of disengaged test taking in international assessment programmes and its implications for the validity of inferences made regarding a country’s level of educational attainment. This issue has received a growing research interest over the past 20 years, with notable advances in both the measurement of disengagement as well as our understanding of its distortive impact on both individual and aggregated scores. In this paper, I discuss six important insights yielded by this research and their implications for assessment programmes.

中文翻译：

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关于应试脱离的六个见解

摘要

人们越来越关注国际评估计划中存在的非参与式考试及其对有关国家教育程度的推断的有效性的影响。在过去的 20 年中，这个问题引起了越来越多的研究兴趣，在衡量脱离接触以及我们对其对个人和汇总分数的扭曲影响的理解方面取得了显着进展。在本文中，我将讨论本研究得出的六个重要见解及其对评估计划的影响。