Calibrating standards-based assessment tasks for English as a first foreign language. Standard-setting procedures in Germany. 2.

Sonst. Personen	Harsch, Claudia (Hrsg.); Pant, Hans Anand (Hrsg.); Köller, Olaf (Hrsg.)
Titel	Calibrating standards-based assessment tasks for English as a first foreign language. Standard-setting procedures in Germany. 2.
Quelle	Berlin; Münster; New York, NY; München: Waxmann (2010), 163 S.Verfügbarkeit
Beigaben	Illustrationen; Literatur- und URL-Angaben S. 113-117
Zusatzinformation	Inhaltsverzeichnis Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	deutsch; englisch
Dokumenttyp	gedruckt; Monografie
ISBN	3-8309-2299-X; 978-3-8309-2299-5
Schlagwörter	Rasch-Modell; Datenerhebungstechnik; Empirische Untersuchung; Fallstudie; Forschungsdesign; Panel; Skalierung; Testkonstruktion; Validität; Item-Response-Theory; Itemanalyse; Psychometrie; Testmethodik; Bildungsstandards; Hörverstehen; Sekundarstufe I; Schülerleistung; Fremdsprache; Hörverstehen; Englisch; Datenanalyse; Lesekompetenz; Item; Leistungsmessung; Modellierung; Deutschland
Abstract	This report is the second in a multi-part technical report series describing the development, calibration and validation of standards-based tests for English as a first foreign language at the Institute for Educational Progress (Institut zur Qualitätsentwicklung im Bildungswesen, IQB) in Berlin, Germany. ... This second report describes the process of relating the standards-based proficiency tests to the CEF levels, delineating the purpose of the tests, the aims of the standard-setting procedures, the rationale of the chosen procedures, and the use of the Manual for Linking Language Examinations to the CEF. This is followed by a detailed description of the two standard-setting methods employed, the Bookmark method and the computer-assisted Criterion Mapping method-developed and implemented by the Berkeley Evaluation and Assessment Research (BEAR) Center, University of California. This volume provides information on how the standard-setting sessions were conducted in collaboration with BEAR Center, and describes procedures, data gathering, and issues and problems which arose during the course of the study. The report concludes with a synthesis of the standard-setting study's results, and discusses the implications of how these results are reported and presented to stakeholders and policy makers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4