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Autor*innen: Hartig, Johannes; Frey, Adreas; Nold, Günter; Klieme, Eckhard
Titel: An application of explanatory item response modeling for model-based proficiency scaling
In: Educational and Psychological Measurement, 72 (2012) 4, S. 665-686
DOI: 10.1177/0013164411430707
URL: http://dx.doi.org/10.1177/0013164411430707
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Empirische Forschung; Englisch als Zweitsprache; Item-Response-Theory; Leistungsmessung; Leseverstehen; Messverfahren; Methode; Modell; Psychometrie; Rasch-Modell; Schülerleistung; Test; Vergleich
Abstract (english): 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.
DIPF-Abteilung: Bildungsqualität und Evaluation