Linking PISA competencies over three cycles

Autor/in	Carstensen, Claus H.
Titel	Linking PISA competencies over three cycles - results from Germany.
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. 199-213 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_12
Schlagwörter	Kompetenz; Empirische Untersuchung; Korrelation; Skalierung; Validität; Item-Response-Theory; Itemanalyse; Schüler; Leistungsbeurteilung; Schülerleistung; Messung; Modell; PISA (Programme for International Student Assessment); Deutschland
Abstract	Since the publication of the PISA 2006 study results the question of reporting trends over the PISA cycles has received a lot of interest. This chapter discusses the possibilities and limitations of trend analyses based on data from this international comparative study and using complex test designs. The chapter succeeds trend analyses which were carried out with the German data from the first three PISA studies in 2000, 2003 and 2006 [...]. The choice of a scaling and trend analysis model depends on the focus of the analysis and on the assessment design. With respect to international comparisons, very strict assumptions on the uni-dimensionality of the test Instruments used have to be made to allow for trend analyses. What if these conditions are not met across all participating countries for all assessment cycles? This paper presents an alternative model for trend analyses, assuming uni-dimensionality only within a particular country but not across all participating countries. Trend results with this model can only be interpreted within the particular country and are not intended for use in international comparisons. To establish the validity of the presented trend model, an empirical analysis of the different tests and subscales used in different assessment cycles was performed. As far as different versions of the instruments were administered within cycles, the correlations of these test forms give an empirical indication of the uni-dimensionality of the underlying constructs. Monte Carlo simulations were performed to analyse whether the correlations of these test forms indicate a uni-dimensional construct being measured over time. Having analyzed the correlations of the tests, a fit analysis at the item level followed. Further assumptions refer to the stability of item difficulties over time. This is addressed by estimating item by time interaction parameters, allowing for a descriptive analysis of items changing their difficulty over time and a model fit comparison to check whether item drift has an impact on their difficulties. Results show that trends might be reported for the German data, using the short test for reading and using all pair wise link items in Mathematics and Science. In the conclusion, the results and some implications for the design of future PISA assessments will be discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2