Estimating Student Achievement at the Topic Level in TIMSS Using IRT-Based Domain Scoring. Methodological Report. NCES 2020-038

Autor/inn/en	Provasnik, Stephen; Dogan, Enis; Erberber, Ebru; Zheng, Xiaying
Institution	National Center for Education Statistics (ED); American Institutes for Research (AIR)
Titel	Estimating Student Achievement at the Topic Level in TIMSS Using IRT-Based Domain Scoring. Methodological Report. NCES 2020-038
Quelle	(2020), (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Student Evaluation; Evaluation Methods; Academic Achievement; Item Response Theory; Scoring; Mathematics Achievement; Achievement Tests; Science Achievement; Science Tests; Foreign Countries; Elementary Secondary Education; Mathematics Tests; International Assessment; Data Analysis; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Schulleistung; Item-Response-Theorie; Bewertung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Auswertung
Abstract	Large-scale assessment programs, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS), employ item response theory (IRT) and marginal estimation methods to estimate student proficiency in specific subjects such as mathematics, science, or reading. Each of these subjects is defined by a framework that specifies the subject's content areas and, within each content area, the topics that are covered. The purpose of this report is to introduce a method for analyzing student achievement at the topic level using data from TIMSS assessments. Reporting topic-level scores in large-scale assessments, such as TIMSS, would be tremendously valuable from both a policy and pedagogical perspective. Topic-level scores could allow one to pinpoint areas in which students are excelling or struggling more specifically than is possible when one looks at just content area scores. Analysis of topic-level scores could reveal the strengths and weaknesses of students in relation to the intended and actualized curricula. TIMSS collects and reports contextual information about both the intended curriculum at the topic level and which topics teachers report that students have been taught. Trends in topic-level scores across years and between countries could also help more fully realize the promise of monitoring system-level performance in an "actionable" way. (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01