On the dimensionality of the cognitive test used in the IEA Civic Education Study: analyses and implications.

Autor/inn/en	Nikolova, Roumiana; Lehmann, Rainer H.
Titel	On the dimensionality of the cognitive test used in the IEA Civic Education Study: analyses and implications.
Quelle	In: European educational research journal, 2 (2003) 3, S. 370-383Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 13; Tabellen 1; Grafiken 4
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2003.2.3.4
Schlagwörter	Wissen; Staatsbürgerliche Erziehung; Faktorenanalyse; Kognitive Kompetenz; Testanwendung; Testmethodik; Sekundarstufe I; Sekundarstufe II; Schüler; Schülerleistung; Altersstufe; Wirtschaftserziehung; Internationaler Vergleich; Leistung; Leistungsmessung; Belgien; Bulgarien; Chile; Deutschland; Dänemark; England; Estland; Finnland; Griechenland; Hongkong; Israel; Italien; Kolumbien; Lettland; Litauen; Norwegen; Polen; Portugal; Rumänien; Russland; Schweden; Schweiz; Slowakei; Slowenien; Tschechische Republik; USA; Ungarn; Zypern
Abstract	The second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study was designed to measure dimensions of civic knowledge among 14 year-old and upper secondary students across diverse educational systems. One of the major aims of the study on upper secondary students was to attain sufficient commonality with the test instrument for the 14 year-olds in order to facilitate meaningful cross-population references. This requirement could be successfully achieved by including a substantial number of (anchor) items from the test for the younger group, yet leaving room for more difficult items. In addition, the test for the upper secondary students included the newly introduced domain of economic literacy. The quality of the test has been assured through confirmatory factor analysis; analysis of item-by-country interaction and Item Response Theory (IRT) based analyses of item fit within and across countries. Preceded by a short review of previous research on civic knowledge as well as a brief description of the IEA test for the 14 year-olds, this article then focuses more explicitly on some methodological aspects of the test of civic knowledge and economic literacy in the IEA Civic Education Study for upper secondary students. It describes the structure of the test, including three examples of items covering different levels of civic knowledge. Furthermore, the quality of the test is discussed in some detail, referring to the main test analysis procedures. Finally, the test analysis results are briefly discussed, followed by a note of caution, as well as some insights into the relationship of civic knowledge and gender among adolescents. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)