Validity of Survey Data of Students with Special Educational needs. Results from the National Educational Panel Study.

Autor/inn/en	Nusser, Lena; Heydrich, Jana
Titel	Validity of Survey Data of Students with Special Educational needs. Results from the National Educational Panel Study.
Quelle	Aus: Blossfeld, Hans-Peter (Hrsg.); Maurice, Jutta von (Hrsg.); Bayer, Michael (Hrsg.); Skopek, Jan (Hrsg.): Methodological issues of longitudinal surveys. Wiesbaden: Springer VS (2016) S. 251-266 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-658-11992-8; 978-3-658-11994-2
DOI	10.1007/978-3-658-11994-2_15
Schlagwörter	Datenerhebung; Validität; Sozialer Hintergrund; Schuljahr 05; Schuljahr 09; Schüler; Schülerleistung; Lernen; Förderunterricht; Behinderung; Sonderpädagogischer Förderbedarf; Integration; Studie; NEPS (National Educational Panel Study)
Abstract	Within the German National Educational Panel Study (NEPS), N = 578 students in Grade 5 and N = 1,186 students in Grade 9 with special educational needs in the area of learning (SEN-L) took part in feasibility studies examining how to include students with special needs in large-scale assessments like the NEPS (Heydrich, Weinert, Nusser, Artelt, & Carstensen, 2013). Among other things, written questionnaires were administered to the participating students. Alongside gaining insight into students' perspectives on educationally relevant questions, the information given by the students is also important in case of nonparticipating parents and thus of missing information on family backgrounds from the parents. Former research could show that secondary-school students without SEN living at home with their parents are reliable proxy reporters for their parents' socioeconomic status and familial background. However, there is no database showing that this conclusion can be generalized to students with SEN-L. Thus, we asked whether the administered student questionnaire validly assessed the social background of these students. In addition to a thorough descriptive analysis of missing data as an indicator of the response behavior of students with SEN-L, the validity of students' answers was also tested by matching the parents' data with the students' responses in order to identify accuracy using a chance-corrected agreement coefficient. Students with SEN-L responded validly and accurately to certain questions, while other items resulted in low completion rates and reduced validity of the students' reports. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3