Hypothetical use of multidimensional adaptive testing for the assessment of student achievement in the programme for international student assessment.

Autor/inn/en	Frey, Andreas; Seitz, Nicki-Nils
Titel	Hypothetical use of multidimensional adaptive testing for the assessment of student achievement in the programme for international student assessment.
Quelle	In: Educational and psychological measurement, 71 (2011) 3, S. 503-522Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 521-522
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-1644; 1552-3888
DOI	10.1177/0013164410381521
Schlagwörter	Bildungsforschung; Schulleistungsmessung; Computerunterstütztes Verfahren; Testen; PISA (Programme for International Student Assessment); Deutschland
Abstract	The usefulness of multidimensional adaptive testing (MAT) for the assessment of student literacy in the Programme for International Student Assessment (PISA) was examined within a real data simulation study. The responses of N ¼ 14,624 students who participated in the PISA assessments of the years 2000, 2003, and 2006 in Germany were used to simulate MATwith different restrictions (unrestricted, treatment of link items, treatment of open items, content balance, unitwise item selection, all restrictions). Compared with conventional testing based on the booklet design of PISA 2006, unrestricted MAT increases measurement efficiency by 74% and reduces the average number of presented items from 55 to 26 without a loss in measurement precision. The incorporation of restrictions reduces the advantages of MAT. MAT is recommended for the assessment of newly introduced constructs but not for the assessment of the literacy domains in PISA. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2013/1