Modeling the multidimensional structure of students' foreign language competence within and between classrooms.

Autor/inn/en	Höhler, Jana; Hartig, Johannes; Goldhammer, Frank
Titel	Modeling the multidimensional structure of students' foreign language competence within and between classrooms.
Quelle	In: Psychological test and assessment modeling, 52 (2010) 3, S. 323-340 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2190-0493; 2190-0507
Schlagwörter	Kompetenz; Mehrebenenanalyse; Sekundäranalyse; Testkonstruktion; Item-Response-Theory; Schulklasse; Sekundarstufe I; Schüler; Sprachkompetenz; Fremdsprache; Hörverständnis; Englischunterricht; Leseverstehen; Leistungsmessung; Modellierung; DESI (Deutsch-Englisch-Schülerleistungen-International); Deutschland
Abstract	Combining multilevel (ML) analysis and multidimensional item response theory (MIRT) provides a valuable method for analyzing data of educational assessments, where clustered data (e.g., students in classes) and multidimensional constructs frequently occur. It allows to model multiple ability dimensions while simultaneously taking the hierarchical structure into account. The dimensional structure of students' foreign language competence within and between classrooms was investigated by applying a ML-MIRT measurement model to data of N = 9,410 students in 427 classes who had answered three different subtests of English as a foreign language. Results were compared to a MIRT model not taking into account the multilevel structure. A markedly more differentiated correlation structure is found within classrooms compared with the between classroom level and compared with the model without multilevel structure. Results show that by modeling the latent multilevel structure, estimation and interpretation of ability profiles can be possible even with highly correlated ability dimensions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/2