An application of explanatory item response modeling for model-based proficiency scaling.

Autor/inn/en	Hartig, Johannes; Frey, Andreas; Nold, Günther; Klieme, Eckhard
Titel	An application of explanatory item response modeling for model-based proficiency scaling.
Quelle	In: Educational and psychological measurement, 72 (2012) 4, S. 665-686Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 684
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-1644; 1552-3888
DOI	10.1177/0013164411430707
Schlagwörter	Empirische Forschung; Methode; Vergleich; Psychologischer Test; Psychometrie; Test; Methode; Modell; Test; Leseverstehen; Leistungsmessung; Psychometrie; Vergleich; Empirische Forschung; Schülerleistung; Englisch als Zweitsprache; Leseverstehen; Rasch Analysis; Messverfahren; Leistungsmessung; Modell
Abstract	The article compares three different methods to estimate effects of task characteristics and to use these estimates for model-based proficiency scaling: prediction of item difficulties from the Rasch model, the linear logistic test model (LLTM), and an LLTM including random item effects (LLTM+e). The methods are applied to empirical data from a German large-scale study of reading comprehension in English as a foreign language (N = 10,543). A priori defined task characteristics were used as predictors for item difficulty; the estimated effects were used to define thresholds between proficiency levels. The comparison of results indicates that the LLTM is too restrictive; the Rasch model and the LLTM+e yield similar results in terms of implications for scale anchoring. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2013/1