NEPS technical report for reading - scaling results of starting cohort 4 in ninth grade.

Autor/inn/en	Haberkorn, Kerstin; Pohl, Steffi; Hardt, Katinka; Wiegand, Elena
Titel	NEPS technical report for reading - scaling results of starting cohort 4 in ninth grade.
Quelle	Bamberg: Otto-Friedrich-Universität (2012), 29 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	NEPS Working Paper. 16
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Forschungsdesign; Skalierung; Lesetest; Schuljahr 09; Schüler; Lesekompetenz; Deutschland
Abstract	The National Educational Panel Study (NEPS) aims at investigating the development of competences across the whole life span and tests for assessing the different competence domains are developed. In order to evaluate the quality of the competence tests, a wide range of analyses has been performed based on Item Response Theory (IRT). This paper describes the reading competence data of starting cohort 4 in ninth grade. Next to descriptive statistics of the data, the scaling model applied to estimate competence scores, analyses performed to investigate the quality of the scale, as well as the results of these analyses are presented. The reading test in ninth grade consisted of 33 items, which represented different cognitive requirements and text functions and used different response formats. 13,933 subjects participated in the reading test. For scaling the competence test, a partial credit model was applied to 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 fitted well to the model and that test fairness could be confirmed. The test's high reliability guarantees precise and differentiating ability estimates for the students. However, many items are targeted towards a lower reading ability. While the different comprehension requirements seem to form a unidimensional structure, the findings point at some multidimensionality based on text functions. Altogether, the reading test exhibited good psychometric properties and, therefore, the estimation of a reliable reading competence score is supported. The data available in the Scientific Use File are described and ConQuest-Syntax for scaling the data is provided. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2