Modeling instructional sensitivity using a longitudinal multilevel differential item functioning approach.

Autor/inn/en	Naumann, Alexander; Hochweber, Jan; Hartig, Johannes
Titel	Modeling instructional sensitivity using a longitudinal multilevel differential item functioning approach.
Quelle	In: Journal of educational measurement, 51 (2014) 4, S. 381-399Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0655; 1745-3984
DOI	10.1111/jedm.12051
Schlagwörter	Längsschnittuntersuchung; Testkonstruktion; Validität; Itemanalyse; Grundschule; Sekundarbereich; Schülerleistung; Curriculum; Unterricht; Leistungsmessung; Modell; Qualität; Wirkung; DESI (Deutsch-Englisch-Schülerleistungen-International)
Abstract	Students' performance in assessments is commonly attributed to more or less effective teaching. This implies that students' responses are significantly affected by instruction. However, the assumption that outcome measures indeed are instructionally sensitive is scarcely investigated empirically. In the present study, we propose a longitudinal multilevel-differential item functioning (DIF) model to combine two existing yet independent approaches to evaluate items' instructional sensitivity. The model permits for a more informative judgment of instructional sensitivity, allowing the distinction of global and differential sensitivity. Exemplarily, the model is applied to two empirical data sets, with classical indices (Pretest-Posttest Difference Index and posttest multilevel-DIF) computed for comparison. Results suggest that the approach works well in the application to empirical data, and may provide important information to test developers. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4