An Examination of the Instructional Sensitivity of the TIMSS Math Items: A Hierarchical Differential Item Functioning Approach

Autor/inn/en	Li, Hongli; Qin, Qi; Lei, Pui-Wa
Titel	An Examination of the Instructional Sensitivity of the TIMSS Math Items: A Hierarchical Differential Item Functioning Approach
Quelle	In: Educational Assessment, 22 (2017) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2016.1271702
Schlagwörter	Achievement Tests; Foreign Countries; Elementary Secondary Education; Mathematics Achievement; International Assessment; Mathematics Tests; Science Achievement; Science Tests; Test Bias; Scores; Teacher Evaluation; Instructional Effectiveness; Teacher Effectiveness; Grade 4; Regression (Statistics); Teacher Surveys; Statistical Analysis; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Testkritik; Teacher appraisal; Lehrerbeurteilung; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; School year 04; 4. Schuljahr; Schuljahr 04; Regression; Regressionsanalyse; Statistische Analyse
Abstract	In recent years, students' test scores have been used to evaluate teachers' performance. The assumption underlying this practice is that students' test performance reflects teachers' instruction. However, this assumption is generally not empirically tested. In this study, we examine the effect of teachers' instruction on test performance at the item level using a hierarchical differential item functioning approach. The items are from the U.S. TIMSS 2011 4th-grade math test. Specifically, we tested whether students who had received instruction on a given item performed significantly better on that item compared with students who had not received such instruction when their overall math ability was controlled for, whether with or without controlling for student-level and class-level covariates. This study provides preliminary findings regarding why some items show instructional sensitivity and sheds light on how to develop instructionally sensitive items. Implications and directions for further research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01