NEPS technical report for mathematics. Scaling results of starting cohort 4 in ninth grade.

Autor/inn/en	Duchhardt, Christoph; Gerdes, Annkathrin
Titel	NEPS technical report for mathematics. Scaling results of starting cohort 4 in ninth grade.
Quelle	Bamberg: Otto-Friedrich-Univ. (2013), 28 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	NEPS Working Papers. 22
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Bildungsforschung; Empirische Forschung; Kohortenanalyse; Skalierung; Deutschland; Schüler; Skalierung; Bildungsforschung; Kohortenanalyse; Empirische Forschung; Schuljahr 09; Schüler; Mathematische Kompetenz; Deutschland
Abstract	The National Educational Panel Study (NEPS) aims at investigating the development of competences across the whole life span and designs tests for assessing these different competence domains. In order to evaluate the quality of the competence tests, a wide range of analyses have been performed based on item response theory (IRT). This paper describes the data on mathematical competence for starting cohort 4 in ninth grade. Besides presenting descriptive statistics for the data, the scaling model applied to estimate competence scores and analyses performed to investigate the quality of the scale, as well as the results of these analyses are also explained. The mathematics test in ninth grade consisted of 22 items which represented different content areas as well as different cognitive components and used different response formats. The test was administered to 14,524 students. A partial credit model was used for scaling the data. Item fit statistics, differential item functioning, Rasch-homogeneity, and the tests' dimensionality were evaluated to ensure the quality of the test. The results show that the items exhibited good item fit and measurement invariance across various subgroups. Moreover, the test showed a high reliability. As the correlations between the four content areas are very high in a multidimensional model, the assumption of unidimensionality seems adequate. Among the challenges of this test are the relatively high omission rates in some items and the lack of very difficult items. But overall, the results revealed good psychometric properties of the mathematics test, thus supporting the estimation of a reliable mathematics competence score. This paper describes the data available in the Scientific Use File and provides ConQuest-Syntax for scaling the data - including the necessary item parameters. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4