Construct Equivalence of PISA Reading Comprehension Measured with Paper-Based and Computer-Based Assessments

Autor/inn/en	Kroehne, Ulf; Buerger, Sarah; Hahnel, Carolin; Goldhammer, Frank
Titel	Construct Equivalence of PISA Reading Comprehension Measured with Paper-Based and Computer-Based Assessments
Quelle	In: Educational Measurement: Issues and Practice, 38 (2019) 3, S.97-111 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kroehne, Ulf) ORCID (Hahnel, Carolin) ORCID (Goldhammer, Frank)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12280
Schlagwörter	Reading Comprehension; Computer Assisted Testing; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Evaluation Criteria; Construct Validity; Test Format; Test Items; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leseverstehen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Testentwicklung; Test content; Testaufgabe; Deutschland
Abstract	For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper-based assessment (PBA). In the 2015 cycle, computer-based assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an extension of the PISA 2012 main study in Germany, a random subsample of two intact PISA reading clusters, either computerized or paper-based, was assessed using a random group design with an additional within-subject variation. The results are in line with the hypothesis of construct equivalence. That is, the latent cross-mode correlation of PISA reading comprehension was not significantly different from the expected correlation between the two clusters. Significant mode effects on item difficulties were observed for a small number of items only. Interindividual differences found in mode effects were negatively correlated with reading comprehension, but were not predicted by basic computer skills or gender. Further differences between modes were found with respect to the number of missing values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01