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AutorenHaschke, Linda; Kampa, Nele; Hahn, Inga; Köller, Olaf
TitelSetting standards to a scientific literacy test for adults using Item-Descriptor (ID) matching method.
QuelleAus: Blömeke, Sigrid (Hrsg.); Gustafsson, Jan-Eric (Hrsg.): Standard Setting in Education. The Nordic Countries in an International Perspective. Cham: Springer (2017) S. 319-339
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ReiheMethodology of Educational Measurement and Assessment. 7
BeigabenLiteraturangaben, Abbildungen, Anhang
Spracheenglisch
Dokumenttypgedruckt; online; Sammelwerksbeitrag
ISBN978-3-319-50855-9; 978-3-319-50856-6
DOI10.1007/978-3-319-50856-6_18
SchlagwörterStandardisierter Test; Itemanalyse; Matching; Methode; Standard; Naturwissenschaftliche Bildung; Erwachsener; Item;
AbstractCommon standard setting methods such as the Angoff or the Bookmark method require panellists to imagine minimally competent persons or to estimate response probabilities, in order to define cut scores. Imagining these persons and how they would perform is criticised as cognitively demanding. These already challenging judgemental tasks become even more difficult, when experts have to deal with very heterogeneous or insufficiently studied populations, such as adults. The Item-Descriptor (ID) Matching method can reduce the arbitrariness of such subjective evaluations by focusing on rather objective judgements about the content of tests. At our standard setting workshop, seven experts had to match the item demands of 22 items of a scientific literacy test for adults with abilities described by performance level descriptions (PLDs) of the two proficiency levels Basic and Advanced. Since the ID Matching method has hardly been used in European standard settings, the method has not been evaluated comprehensively. In order to evaluate the appropriateness and correct interpretation of cut scores, information about the validity of standard setting methods is essential. In this chapter, we aim to provide procedural and internal evidence for the use and interpretation of the derived cut scores and PLDs using the ID Matching method. With regard to procedural validity, we report high and consensual agreement of the experts regarding explicitness, practicability, implementation, and feedback, which we assessed by detailed questionnaires. The inter-rater reliability for the panellists’ classification of items was low, but increased during subsequent rounds (κ = .38 to κ = .63). The values are consistent with findings of earlier studies which support internal validity. We argue that the cut scores and PLDs derived from the application of the ID Matching method are appropriate to categorise adults as scientifically illiterate, literate, and advanced literate (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
UpdateNeueintrag 2019-06
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