The longitudinal measurement of reasoning abilities in students with special educational needs.

Autor/inn/en	Gnambs, Timo; Nusser, Lena
Titel	The longitudinal measurement of reasoning abilities in students with special educational needs.
Quelle	In: Frontiers in psychology, 10 (2019) Art. 232, 14 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.25656/01:26326 10.3389/fpsyg.2019.00232
URN	urn:nbn:de:0111-pedocs-263264
Schlagwörter	Längsschnittuntersuchung; Denkfähigkeit; Schüler; Lernen; Behinderung; Sonderpädagogik
Abstract	Students with special educational needs in the area of learning (SEN-L) have learning disabilities that can lead to academic difficulties in regular schools. In Germany, these students are frequently enrolled in special schools providing specific training and support for these students. Because of their cognitive difficulties, it is unclear whether standard achievement tests that are typically administered in educational large-scale assessments (LSA) are suitable of students with SEN-L. The present study evaluated the psychometric properties of a short instrument for the assessment of reasoning abilities that was administered as part of a longitudinal LSA to German students from special schools (N = 324) and basic secondary schools (N = 338) twice within 6 years. Item response modeling demonstrated an essentially unidimensional scale for both school types. Few items exhibited systematic differential item functioning (DIF) between students with and without SEN-L, allowing for valid cross-group comparisons. However, change analyses across the two time points needed to account for longitudinal DIF among students with SEN-L. Overall, the cognitive test allowed for a valid measurement of reasoning abilities in students with SEN-L and comparative analyses regarding students without SEN-L. These results demonstrate the feasibility of incorporating students with SEN-L into educational LSAs. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1