Literaturnachweis - Detailanzeige
|Autoren||Pohl, Steffi; Haberkorn, Kerstin; Hardt, Katinka|
|Institution||Leibniz-Institut für Bildungsverläufe; Nationales Bildungspanel|
|Titel||NEPS technical report for reading.|
Scaling results of starting cohort 5 for first-year students in main study 2010/2011.
|Quelle||Bamberg: Leibniz Institute for Educational Trajectories (LIfBi) (2014), 29 S.
PDF als Volltext
|Reihe||NEPS working paper. 34|
|Beigaben||Literaturangaben, Tabellen, Abbildungen, Anhang|
|Dokumenttyp||online; Monographie; Graue Literatur|
|Schlagwörter||Lesekompetenz; Qualität; Testaufgabe; Item-Response-Theorie; Skalierung; Grundstudium; Student; NEPS (National Educational Panel Study);|
|Abstract||The National Educational Panel Study (NEPS) aims at investigating the development of competencies across the whole life span and developing tests for assessing 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 and scaling procedures of the student’ reading competence data in Starting Cohort 5. The reading competence test for the students contains 29 reading items with different response formats representing different cognitive requirements and text functions. The test was administered to 7,085 students and the data were scaled using the partial credit model. Item fit statistics, differential item functioning, Rasch-homogeneity, the tests dimensionality, and local item independence were evaluated to ensure the quality of the test. The results showed that the test exhibits an acceptable reliability and that the items fit the model in a satisfactory way. Furthermore, test fairness could be confirmed for different subgroups. Challenges of the test include the large number of items targeted toward a lower reading ability as well as the large percentage of items at the end of the test that were not reached due to time limits. Further challenges arise from dimensionality analyses based on both text functions and cognitive requirements. Overall, the reading test had acceptable psychometric properties and results of the quality of the scale support the estimation of are liable reading competence score. Besides scaling results, this paper describes the data available in the Scientific Use File and presents the ConQuest-syntax for scaling the data. (Orig.).|
|Erfasst von||DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main|