NEPS technical report for computer literacy. Scaling results of starting cohort 4 for grade 12.

Autor/inn/en	Senkbeil, Martin; Ihme, Jan Marten
Institution	Leibniz-Institut für Bildungsverläufe
Titel	NEPS technical report for computer literacy. Scaling results of starting cohort 4 for grade 12.
Quelle	Bamberg: LIfBi Leibniz-Institut für Bildungsverläufe (2017), 35 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	NEPS Survey paper. 25
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
Schlagwörter	Rasch-Modell; Evaluation; Skalierung; Testvalidität; Kompetenzerwerb; Computernutzung; Schuljahr 12; Computerkenntnisse; Softwaretechnologie; Rasch Analysis; Kompetenzentwicklung; NEPS (National Educational Panel Study)
Abstract	The 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 computer literacy test in grade 12 of starting cohort 4 (ninth grade). The computer literacy test contained 32 items with different response formats representing different cognitive requirements and different content areas. The test was administered to 5,762 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 large number of items targeted toward a lower computer literacy as well as the large percentage of items at the end of the test that were not reached due to time limits. Further challenges related to the dimensionality analyses based on both software applications and cognitive requirements. Overall, the computer literacy test had acceptable psychometric properties that allowed for a reliable estimation of computer 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 von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/2