Determining the Ability of Iranian Students Based on Their Response Style in the 2019 Eighth Grade TIMSS Science Assessment
Keywords:
Response styles, TIMs Exams 2019, People's abilityAbstract
The aim of this study was to determine the ability of Iranian students based on their response style in the 2019 Eighth Grade TIMSS Science Assessment. The statistical population of this study included all participants in the 2019 TIMSS Eighth Grade Science Assessment. The sample of this study consisted of all Iranian participants in the TIMSS Eighth Grade Science Assessment. In this study, different response styles, including extreme, middle, and acquiescent styles, and their effects on individuals’ abilities were examined. The data were analyzed using various Item Response Theory (IRT) models. The results showed that in 2019, the acquiescent response style (ARS) had a significant effect on test results and led to an increase in the variance of scores. Furthermore, gender differences indicated that boys tended to adopt extreme styles more frequently, while girls were more inclined toward middle styles. The findings of the study suggest that response styles can influence individuals’ abilities. These results may contribute to improving the design of standardized tests, reducing cultural biases, and providing solutions for more accurate assessment at both national and international levels.
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Copyright (c) 2025 Fatemeh Azadi (Author); Asghar Minaee; Masoud Geramipour (Author)
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