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Autor/inn/enAdams, Raymond J.; Lietz, Petra; Berezner, Alla
TitelOn the Use of Rotated Context Questionnaires in Conjunction with Multilevel Item Response Models
QuelleIn: Large-scale Assessments in Education, 1 (2013), Artikel 5 (27 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2196-0739
DOI10.1186/2196-0739-1-5
SchlagwörterQuestionnaires; Item Response Theory; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Test Content; Cross Cultural Studies; Simulation; Correlation; Statistical Analysis; Surveys; Hierarchical Linear Modeling; Program for International Student Assessment
AbstractBackground: While rotated test booklets have been employed in large-scale assessments to increase the content coverage of the assessments, rotation has not yet been applied to the context questionnaires administered to respondents. Methods: This paper describes the development of a methodology that uses rotated context questionnaires in conjunction with multilevel item response models and plausible values. In order to examine the impact of this methodology on the continuity of the results, PISA 2006 data for nine heterogeneous countries were rescaled after having been restructured to simulate the outcomes of the use of different rotated context questionnaire designs. Results: Results revealed negligible differences when means, standard deviations, percentiles, and correlations were estimated using plausible values drawn with multilevel item response models that adopted different approaches to questionnaire rotation. Conclusions: The results of the analyses support the use of rotated contextual questionnaires for respondents in order to extend the methodology currently used in large-scale sample surveys. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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