Using mathematical competencies to predict item difficulty in PISA. A MEG study.

Autor/inn/en	Turner, Ross; Dossey, John; Blum, Werner; Niss, Mogens
Titel	Using mathematical competencies to predict item difficulty in PISA. A MEG study.
Quelle	Aus: Prenzel, Manfred (Hrsg.); Kobarg, Mareike (Hrsg.); Schöps, Katrin (Hrsg.); Rönnebeck, Silke (Hrsg.): Research on PISA. Research outcomes of the PISA research conference 2009. Dordrecht u.a.: Springer (2013) S. 23-37 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	94-007-4457-9; 978-94-007-4457-8
DOI	10.1007/978-94-007-4458-5_2
Schlagwörter	Testkonstruktion; Kommunikation; Problemlösen; Urteilsbildung; Itemanalyse; Psychometrie; Schüler; Leistungsbeurteilung; Schülerleistung; Curriculum; Argumentation; Mathematische Kompetenz; Einflussfaktor; Modellierung; Qualität; PISA (Programme for International Student Assessment); OECD-Staaten
Abstract	This paper reports an analysis of features of mathematics assessment items developed for the OECD's Programme for International Student Assessment survey (PISA) in relation to a set of six mathematical competencies. These competencies have underpinned the PISA mathematics framework since the inception of the PISA survey; they have been used to drive mathematics curriculum and assessment review and reform in several countries; and the results of the study are therefore likely to be of interest to the broad mathematics education community. The authors present a scheme used to describe this set of mathematical competencies, to quantify the extent to which solution of each assessment item calls for the activation of those competencies, and to investigate how the demand for activation of those competencies relates to the difficulty of the items. They find that the scheme can be used effectively, and that ratings of items according to their demand for activation of the competencies are highly predictive of the difficulty of the items. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2