An Application of Explanatory Item Response Modeling for Model-Based Proficiency Scaling

Autor/inn/en	Hartig, Johannes; Frey, Andreas; Nold, Gunter; Klieme, Eckhard
Titel	An Application of Explanatory Item Response Modeling for Model-Based Proficiency Scaling
Quelle	In: Educational and Psychological Measurement, 72 (2012) 4, S.665-686 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164411430707
Schlagwörter	Item Response Theory; Models; Methods; Computation; Comparative Analysis; Test Items; Difficulty Level; Scaling; Prediction; Reading Comprehension; English (Second Language); Reading Tests; Language Tests; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Analogiemodell; Method; Methode; Test content; Testaufgabe; Schwierigkeitsgrad; Scale construction; Skalenkonstruktion; Vorhersage; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Lesetest; Language test; Sprachtest; Ausland; Deutschland
Abstract	The article compares three different methods to estimate effects of task characteristics and to use these estimates for model-based proficiency scaling: prediction of item difficulties from the Rasch model, the linear logistic test model (LLTM), and an LLTM including random item effects (LLTM+e). The methods are applied to empirical data from a German large-scale study of reading comprehension in English as a foreign language (N = 10,543). A priori defined task characteristics were used as predictors for item difficulty; the estimated effects were used to define thresholds between proficiency levels. The comparison of results indicates that the LLTM is too restrictive; the Rasch model and the LLTM+e yield similar results in terms of implications for scale anchoring. (Contains 1 note, 6 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10