NEPS technical report for computer literacy. Scaling results of starting cohort 3 in grade 6 (Wave 2).

Autor/inn/en	Senkbeil, Martin; Ihme, Jan Marten; Adrian, Esther Dameria
Institution	Leibniz-Institut für Bildungsverläufe
Titel	NEPS technical report for computer literacy. Scaling results of starting cohort 3 in grade 6 (Wave 2).
Quelle	Bamberg: Leibniz Institute for Educational Trajectories (LIfBi) (2014), 25 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	NEPS working paper. 39
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
Schlagwörter	Rasch-Modell; Skalierung; Varianzanalyse; Kompetenzmessung; Test; Schuljahr 06; Computerkenntnisse; Qualität; NEPS (National Educational Panel Study)
Abstract	The National Educational Panel Study (NEPS) aims at investigating the development of competences across the whole life span. Furthermore, NEPS develops tests for assessing the different competence domains. In order to evaluate the quality of the competence tests, a wide range of analyses have been performed based on Item Response Theory (IRT). This paper describes the computer literacy data of Starting Cohort 3 in Grade 6 (Wave 2). Next to descriptive statistics of the data, the scaling model applied to estimate competence scores, the analyses performed to investigate the quality of the scale as well as the results of these analyses are presented. The computer literacy test in Grade 6 consisted of 30 items, which represented different cognitive requirements and software applications. A multiple choice format was used. The test was administered to 4,872 students. A Rasch model was used for scaling the data. Item fit statistics, differential item functioning, Rasch homogeneity, the tests' dimensionality, and local item independence were evaluated to ensure the quality of the test. The results show that the items exhibited good item fit and measurement invariance across various subgroups. Moreover, the test showed acceptable reliability and the different comprehension requirements foster a unidimensional construct. Challenges of the test are the small number of very difficult items and the relatively low reliability of the test. In summary, the scaling procedures show that the test is a reliable instrument with satisfying psychometric properties for assessing computer literacy. In the paper, the data available in the Scientific Use File are described and ConQuest-Syntax for scaling the data is provided. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3