Absolute and relative measures of instructional sensitivity.

Autor/inn/en	Naumann, Alexander; Hartig, Johannes; Hochweber, Jan
Titel	Absolute and relative measures of instructional sensitivity.
Quelle	In: Journal of educational and behavioral statistics, 42 (2017) 6, S. 678-705Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1935-1054
DOI	10.3102/1076998617703649
Schlagwörter	Testkonstruktion; Item-Response-Theory; Test; Testtheorie; Schuljahr 09; Schüler; Schülerleistung; Unterricht; Sprachkompetenz; Englischunterricht; Messverfahren; Bewertung; Leistungsmessung; Wirkung; DESI (Deutsch-Englisch-Schülerleistungen-International); Deutschland
Abstract	Valid inferences on teaching drawn from students' test scores require that tests are sensitive to the instruction students received in class. Accordingly, measures of the test items' instructional sensitivity provide empirical support for validity claims about inferences on instruction. In the present study, we first introduce the concepts of absolute and relative measures of instructional sensitivity. Absolute measures summarize a single item's total capacity of capturing effects of instruction, which is independent of the test's sensitivity. In contrast, relative measures summarize a single item's capacity of capturing effects of instruction relative to test sensitivity. Then, we propose a longitudinal multilevel item response theory model that allows estimating both types of measures depending on the identification constraints. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1