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AutorenFischer, Luise; Rohm, Theresa; Gnambs, Timo
InstitutionLeibniz-Institut für Bildungsverläufe LIfBi (Bamberg)
TitelNEPS technical report for mathematics. Scaling results of starting cohort 4 for grade 12.
QuelleBamberg: Leibniz-Institut für Bildungsverläufe LIfBi (2017), 32 S.
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ReiheNEPS survey papers. 12
BeigabenLiteraturangaben, Abbildungen, Tabellen, Anhang
Spracheenglisch
Dokumenttyponline; Monographie
SchlagwörterKompetenzentwicklung; Item-Response-Theorie; Mathematische Kompetenz; 12. Schuljahr; Kognitive Kompetenz; Quantitative Analyse; Quantitative Daten; Psychometrie; NEPS (National Educational Panel Study);
AbstractThe National Educational Panel Study (NEPS) investigates the development of competencies across the life span and develops tests for the assessment of different competence domains. In order to evaluate the quality of the competence tests, a range of analyses based on item response theory (IRT) were performed. This paper describes the data and scaling procedures for the mathematical competence test in grade 12 of starting cohort 4 (ninth grade). The mathematical competence test contained 31 items (distributed among an easy and a difficult booklets containing 21 items each) with different response formats representing different cognitive requirements and different content areas. The test was administered to 5,733 students. Their responses were scaled using the partial credit model. Item fit statistics, differential item functioning, Rasch -homogeneity, the test’s dimensionality, and local item independence were evaluated to ensure the quality of the test. These analyses showed that the test exhibited an acceptable reliability and that all items but one fitted the model in a satisfactory way. Furthermore, test fairness could be confirmed for different subgroups. Limitations of the test were the number of items targeted toward a lower and higher mathematical ability as well as the large percentage of items in the difficult booklet at the end of the test that were not reached due to time limits. Further challenges related to the dimensionality analyses based on the four content areas. Overall, the mathematics test had acceptable psychometric properties that allowed for a reliable estimation of mathematics competence scores. Besides the scaling results, this paper also describes the data available in the scientific use file and presents the ConQuest-syntax for scaling the data (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
UpdateNeueintrag 2019-06
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