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(Schlagwörter: "PIAAC (Programme for the International Assessment of Adult Competencies)")

Analysing log file data from PIAAC Goldhammer, Frank; Hahnel, Carolin; Kroehne, Ulf Sammelbandbeitrag | Aus: Maehler, Débora B.; Rammstedt, Beatrice (Hrsg.): Large-scale cognitive assessment: Analyzing PIAAC data | Cham: Springer | 2020 40529 Endnote: Autor*innen: Goldhammer, Frank; Hahnel, Carolin; Kroehne, Ulf
Titel: Analysing log file data from PIAAC
Aus: Maehler, Débora B.; Rammstedt, Beatrice (Hrsg.): Large-scale cognitive assessment: Analyzing PIAAC data, Cham: Springer, 2020 (Methodology of Educational Measurement and Assessment), S. 239-269
DOI: 10.1007/978-3-030-47515-4_10
URL: https://link.springer.com/chapter/10.1007/978-3-030-47515-4_10
Dokumenttyp: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: PIAAC (Programme for the International Assessment of Adult Competencies); Technologiebasiertes Testen; Computerunterstütztes Verfahren; Logdatei; Datenanalyse; Software; Tools; Nutzung; Forschung; Zugang; Dokumentation
Abstract: The OECD Programme for the International Assessment of Adult Competencies (PIAAC) was the first computer-based large-scale assessment to provide anonymised log file data from the cognitive assessment together with extensive online documentation and a data analysis support tool. The goal of the chapter is to familiarise researchers with how to access, understand, and analyse PIAAC log file data for their research purposes. After providing some conceptual background on the multiple uses of log file data and how to infer states of information processing from log file data, previous research using PIAAC log file data is reviewed. Then, the accessibility, structure, and documentation of the PIAAC log file data are described in detail, as well as how to use the PIAAC LogDataAnalyzer to extract predefined process indicators and how to create new process indicators based on the raw log data export.
DIPF-Abteilung: Bildungsqualität und Evaluation

Conditioning factors of test-taking engagement in PIAAC. An exploratory IRT modelling approach […] Goldhammer, Frank; Martens, Thomas; Lüdtke, Oliver Zeitschriftenbeitrag | In: Large-scale Assessments in Education | 2017 37971 Endnote: Autor*innen: Goldhammer, Frank; Martens, Thomas; Lüdtke, Oliver
Titel: Conditioning factors of test-taking engagement in PIAAC. An exploratory IRT modelling approach considering person and item characteristics
In: Large-scale Assessments in Education, 5 (2017) , S. 18
DOI: 10.1186/s40536-017-0051-9
URL: https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-017-0051-9
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Antwort; Einflussfaktor; Erwachsener; Item-Response-Theory; Kanada; Längsschnittuntersuchung; Leistungstest; Lesekompetenz; Mathematische Kompetenz; Messung; Motivation; PIAAC (Programme for the International Assessment of Adult Competencies); Problemlösen; Selbstkonzept; Technologiebasiertes Testen; Verhalten
Abstract: Background: A potential problem of low-stakes large-scale assessments such as the Programme for the International Assessment of Adult Competencies (PIAAC) is low test-taking engagement. The present study pursued two goals in order to better understand conditioning factors of test-taking disengagement: First, a model-based approach was used to investigate whether item indicators of disengagement constitute a continuous latent person variable by domain. Second, the effects of person and item characteristics were jointly tested using explanatory item response models. Methods: Analyses were based on the Canadian sample of Round 1 of the PIAAC, with N = 26,683 participants completing test items in the domains of literacy, numeracy, and problem solving. Binary item disengagement indicators were created by means of item response time thresholds. Results: The results showed that disengagement indicators define a latent dimension by domain. Disengagement increased with lower educational attainment, lower cognitive skills, and when the test language was not the participant's native language. Gender did not exert any effect on disengagement, while age had a positive effect for problem solving only. An item's location in the second of two assessment modules was positively related to disengagement, as was item difficulty. The latter effect was negatively moderated by cognitive skill, suggesting that poor test-takers are especially likely to disengage with more difficult items. Conclusions: The negative effect of cognitive skill, the positive effect of item difficulty, and their negative interaction effect support the assumption that disengagement is the outcome of individual expectations about success (informed disengagement). (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Large-scale group score assessments. Past, present, and future Naemi, Bobby; Gonzalez, Eugene; Bertling, Jonas; Betancourt, Anthony; Burrus, Jeremy; […] Sammelbandbeitrag | Aus: Saklofske, Donald H.; Schwean, Vicky L. (Hrsg.): The Oxford handbook of child psychological assessment | Oxford: Oxford University Press | 2013 32045 Endnote: Autor*innen: Naemi, Bobby; Gonzalez, Eugene; Bertling, Jonas; Betancourt, Anthony; Burrus, Jeremy; Kyllonen, Patrick; Minsky, Jennifer; Minsky, Jennifer; Lietz, Petra; Klieme, Eckhard; Vieluf, Svenja; Lee, Jihyun; Roberts, Richard D.
Titel: Large-scale group score assessments. Past, present, and future
Aus: Saklofske, Donald H.; Schwean, Vicky L. (Hrsg.): The Oxford handbook of child psychological assessment, Oxford: Oxford University Press, 2013 , S. 129-149
Dokumenttyp: 4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Sprache: Englisch
Schlagwörter: Bildungsforschung; Entwicklung; Geschichte <Histor>; IEA; Kompetenz; Konzeption; Leistungsmessung; Lesekompetenz; Mathematische Kompetenz; Naturwissenschaftliche Kompetenz; OECD <Organisation für wirtschaftliche Zusammenarbeit und Entwicklung>; PIAAC (Programme for the International Assessment of Adult Competencies); PISA <Programme for International Student Assessment>; Schülerleistungstest; Staatsbürgerliche Erziehung; Teilnehmer; TIMSS <Third International Mathematics and Science Study>
Abstract (english): The influence of large-scale group score assessments on research, policy, and practice in education has increased dramatically over the past few decades. The goal of this chapter is to provide an overview of the value and scope of this program of research. The chapter begins by providing an overview of the history of large-scale assessment. Next, it focuses on current research and development surrounding the National Assessment of Educational Progress (NAEP, a government mandated assessment in the United States) and the Programme for International Student Assessment (PISA, a large-scale survey and assessment commission by the Organisation for Economic Co-operation and Development, OECD). We also briefly review other landmark large-scale group score assessments. Throughout, we highlight the growing use of noncognitive variables in these assessments. The chapter concludes with a discussion of some of the topics and approaches likely to guide future directions in this domain.
DIPF-Abteilung: Bildungsqualität und Evaluation

PIAAC - Programme for the International Assessment of Adult Competencies - Pisa für Erwachsene Hirschmann, Doris Verschiedenartige Dokumente | 2013 34155 Endnote: Autor*innen: Hirschmann, Doris
Titel: PIAAC - Programme for the International Assessment of Adult Competencies - Pisa für Erwachsene
Erscheinungsvermerk: Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung, 2013
URL: http://www.bildungsserver.de/PIAAC-Programme-for-the-International-Assessment-of-Adult-Competencies-Pisa-fuer-Erwachsene-6323.html
Dokumenttyp: 5. Arbeits- und Diskussionspapiere; Online Dossiers
Sprache: Deutsch
Schlagwörter: Erwachsenenbildung; Erwachsener; Forschung; Internationaler Vergleich; Internet; Kompetenz; Messung; PIAAC (Programme for the International Assessment of Adult Competencies); Quellensammlung; Vergleichsuntersuchung; Weiterbildung
Abstract: Informationen zur internationalen ländervergleichenden Studie zu den Kompetenzen Erwachsener: Programme for the International Assessment of Adult Competencies (PIAAC). Das Dossier enthält Informationen sowohl zu PIAAC in Deutschland als auch zu PIAAC bei der OECD.
DIPF-Abteilung: Informationszentrum Bildung