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(Schlagwörter: "Validität")

IGLU 2021. Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 […] McElvany, Nele; Lorenz, Ramona; Goldhammer, Frank; Schilcher, Anita; Stubbe, Tobias C. (Hrsg.) Sammelband | Münster: Waxmann | 2023 43956 Endnote: Herausgeber*innen: McElvany, Nele; Lorenz, Ramona; Goldhammer, Frank; Schilcher, Anita; Stubbe, Tobias C.
Titel: IGLU 2021. Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre
Erscheinungsvermerk: Münster: Waxmann, 2023
URL: https://www.waxmann.com/index.php?eID=download&buchnr=4700
Dokumenttyp: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Bundesland; Curriculum; Deutschland; Differenzierung; Digitale Medien; Empirische Untersuchung; Erhebungsinstrument; Grundschule; Grundschüler; IGLU <Internationale Grundschul-Lese-Untersuchung>; Internationaler Vergleich; Junge; Klassenführung; Kognitive Aktivierung; Leistungsmessung; Lesekompetenz; Lesetest; Leseunterricht; Leseverhalten; Leseverstehen; Mädchen; Migrationshintergrund; Motivation; Schülerleistung; Schülerleistungstest; Schuljahr 04; Soziale Herkunft; Testdurchführung; Testkonstruktion; Validität; Wohlbefinden
Abstract: Lesekompetenz ist die zentrale Grundlage für das gesamte schulische sowie außerschulische Lernen, gesellschaftliche Teilhabe und den weiteren Lebensweg der Schülerinnen und Schüler. Sie ermöglicht es, Informationen aus schriftlichem Material zu entnehmen, Inhalte zu verknüpfen, Schlussfolgerungen zu ziehen und Inhalte, Quellen sowie Intentionen kritisch zu reflektieren. Seit nun 20 Jahren ermöglicht die Internationale Grundschul-Lese-Untersuchung (IGLU) die Beschreibung des Stands und der Bedingungsfaktoren der Schlüsselkompetenz Lesen am Ende der vierten Klassenstufe im internationalen Vergleich. Die Erhebung 2021 fand im Kontext besonderer Bedingungen statt: Es wurden Grundschulkinder in den Blick genommen, die etwas mehr als ein Jahr lang unter den Bedingungen der COVID-19-Pandemie-Schutzmaßnahmen beschult wurden. Erstmals können durch die kontinuierliche Studienteilnahme Deutschlands seit 2001 neben der wichtigen Kernfrage der internationalen Verortung der mittleren Lesekompetenz von Viertklässlerinnen und Viertklässlern in Deutschland Informationen zum Trend dieser Befunde für die Zeit von 20 Jahren dargestellt werden. Damit erlauben die Befunde von IGLU 2021 auch eine Antwort auf die drängende Frage, inwieweit es in Deutschland gelungen ist, die nach dem PISA-Schock 2000 durch die Kultusministerkonferenz formulierten Ziele für die Weiterentwicklung der Bildung in Deutschland zu erreichen. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Changes in the speed-ability relation through different treatments of rapid guessing Deribo, Tobias; Goldhammer, Frank; Kröhne, Ulf Zeitschriftenbeitrag | In: Educational and Psychological Measurement | 2023 42903 Endnote: Autor*innen: Deribo, Tobias; Goldhammer, Frank; Kröhne, Ulf
Titel: Changes in the speed-ability relation through different treatments of rapid guessing
In: Educational and Psychological Measurement, 83 (2023) 3, S. 473-494
DOI: 10.1177/00131644221109490
URL: https://journals.sagepub.com/doi/10.1177/00131644221109490
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Antwort; Deutschland; Empirische Untersuchung; Fertigkeit; Informations- und Kommunikationstechnologie; Item-Response-Theory; Leistungstest; Modell; Panel; Psychometrie; Reliabilität; Student; Test; Validität; Verhalten; Zeit
Abstract (english): As researchers in the social sciences, we are often interested in studying not directly observable constructs through assessments and questionnaires. But even in a well-designed and well-implemented study, rapid-guessing behavior may occur. Under rapid-guessing behavior, a task is skimmed shortly but not read and engaged with in-depth. Hence, a response given under rapid-guessing behavior does bias constructs and relations of interest. Bias also appears reasonable for latent speed estimates obtained under rapid-guessing behavior, as well as the identified relation between speed and ability. This bias seems especially problematic considering that the relation between speed and ability has been shown to be able to improve precision in ability estimation. For this reason, we investigate if and how responses and response times obtained under rapid-guessing behavior affect the identified speed-ability relation and the precision of ability estimates in a joint model of speed and ability. Therefore, the study presents an empirical application that highlights a specific methodological problem resulting from rapid-guessing behavior. Here, we could show that different (non-)treatments of rapid guessing can lead to different conclusions about the underlying speed-ability relation. Furthermore, different rapid-guessing treatments led to wildly different conclusions about gains in precision through joint modeling. The results show the importance of taking rapid guessing into account when the psychometric use of response times is of interest. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Developing and validating a short-form questionnaire for the assessment of seven facets of […] Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Westhuizen, Lindie van der; Fischbach, Antoine; […] Zeitschriftenbeitrag | In: Journal of Personality Assessment | 2022 42077 Endnote: Autor*innen: Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Westhuizen, Lindie van der; Fischbach, Antoine; Wollschläger, Rachel; Niepel, Christoph
Titel: Developing and validating a short-form questionnaire for the assessment of seven facets of conscientiousness in large-scale assessments
In: Journal of Personality Assessment, 104 (2022) 6, S. 759-773
DOI: 10.1080/00223891.2021.1998083
URL: https://www.tandfonline.com/doi/full/10.1080/00223891.2021.1998083
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Auswahl; Bildungsforschung; Datenanalyse; Entwicklung; Item; Luxemburg; Messbarkeit; Messinstrument; Pflichtbewusstsein; Psychometrie; Reliabilität; Schüler; Schülerin; Schuljahr 09; Studie; Validität
Abstract: Conscientiousness is the most important personality predictor of academic achievement. It consists of several lower order facets with differential relations to academic achievement. There is currently no short instrument assessing facets of conscientiousness in the educational context. Therefore, in the present multi-study report, we develop and validate a short-form questionnaire for the assessment of seven Conscientiousness facets, namely Industriousness, Perfectionism, Tidiness, Procrastination Refrainment, Control, Caution, and Task Planning. To this end, we examined multiple representative samples totaling N = 14,604 Grade 9 and 10 students from Luxembourg. The questionnaire was developed by adapting and shortening an existing scale using an exhaustive search algorithm. The algorithm was specified to select the best item combination based on model fit, reliability, and measurement invariance across the German and French language versions. The resulting instrument showed the expected factorial structure. The relations of the facets with personality constructs and academic achievement were in line with theoretical assumptions. Reliability was acceptable for all facets. Measurement invariance across language versions, gender, immigration status and cohort was established. We conclude that the presented questionnaire provides a short measurement of seven facets of Conscientiousness with valid and reliable scores. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Disengaged response behavior when the response button is blocked. Evaluation of a micro-intervention Persic-Beck, Lothar; Goldhammer, Frank; Kroehne, Ulf Zeitschriftenbeitrag | In: Frontiers in Psychology. Section Quantitative Psychology and Measurement | 2022 43065 Endnote: Autor*innen: Persic-Beck, Lothar; Goldhammer, Frank; Kroehne, Ulf
Titel: Disengaged response behavior when the response button is blocked. Evaluation of a micro-intervention
In: Frontiers in Psychology. Section Quantitative Psychology and Measurement, 13 (2022) , S. 954532
DOI: 10.3389/fpsyg.2022.954532
URL: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.954532/full
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Antwort; Datenanalyse; Dauer; Effektivität; Einflussfaktor; Erwachsener; Evaluation; Frage; Intervention; Kompetenz; Leistungstest; Logdatei; Messung; Motivation; Technologiebasiertes Testen; Testkonstruktion; Validität; Verhalten; Verhaltensänderung
Abstract (english): In large-scale assessments, disengaged participants might rapidly guess on items or skip items, which can affect the score interpretation's validity. This study analyzes data from a linear computer-based assessment to evaluate a micro-intervention that blocked the possibility to respond for 2 s. The blocked response was implemented to prevent participants from accidental navigation and as a naive attempt to prevent rapid guesses and rapid omissions. The response process was analyzed by interpreting log event sequences within a finite-state machine approach. Responses were assigned to different response classes based on the event sequence. Additionally, post hoc methods for detecting rapid responses based on response time thresholds were applied to validate the classification. Rapid guesses and rapid omissions could be distinguished from accidental clicks by the log events following the micro-intervention. Results showed that the blocked response interfered with rapid responses but hardly led to behavioral changes. However, the blocked response could improve the post hoc detection of rapid responding by identifying responses that narrowly exceed time-bound thresholds. In an assessment context, it is desirable to prevent participants from accidentally skipping items, which in itself may lead to an increasing popularity of initially blocking responses. If, however, data from those assessments is analyzed for rapid responses, additional log data information should be considered.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Model‐based treatment of rapid guessing Deribo, Tobias; Kröhne, Ulf; Goldhammer, Frank Zeitschriftenbeitrag | In: Journal of Educational Measurement | 2021 41271 Endnote: Autor*innen: Deribo, Tobias; Kröhne, Ulf; Goldhammer, Frank
Titel: Model‐based treatment of rapid guessing
In: Journal of Educational Measurement, 58 (2021) 2, S. 281-303
DOI: 10.1111/jedm.12290
URL: https://onlinelibrary.wiley.com/doi/10.1111/jedm.12290?af=R
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Leistungstest; Testkonstruktion; Messverfahren; Computerunterstütztes Verfahren; Frage; Antwort; Verhalten; Dauer; Problemlösen; Modell; Student; Medienkompetenz; Item-Response-Theory; Multiple-Choice-Verfahren; Validität; Panel; Längsschnittuntersuchung
Abstract (english): The increased availability of time-related information as a result of computer-based assessment has enabled new ways to measure test-taking engagement. One of these ways is to distinguish between solution and rapid guessing behavior. Prior research has recommended response-level filtering to deal with rapid guessing. Response-level filtering can lead to parameter bias if rapid guessing depends on the measured trait or (un-)observed covariates. Therefore, a model based on Mislevy and Wu (1996) was applied to investigate the assumption of ignorable missing data underlying response-level filtering. The model allowed us to investigate different approaches to treating response-level filtered responses in a single framework through model parameterization. The study found that lower-ability test-takers tend to rapidly guess more frequently and are more likely to be unable to solve an item they guessed on, indicating a violation of the assumption of ignorable missing data underlying response-level filtering. Further ability estimation seemed sensitive to different approaches to treating response-level filtered responses. Moreover, model-based approaches exhibited better model fit and higher convergent validity evidence compared to more naïve treatments of rapid guessing. The results illustrate the need to thoroughly investigate the assumptions underlying specific treatments of rapid guessing as well as the need for robust methods. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Separating PIAAC competencies from general cognitive skills. A dimensionality and explanatory […] Engelhardt, Lena; Goldhammer, Frank; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen; […] Zeitschriftenbeitrag | In: Studies in Educational Evaluation | 2021 41542 Endnote: Autor*innen: Engelhardt, Lena; Goldhammer, Frank; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen; Carstensen, Claus H.
Titel: Separating PIAAC competencies from general cognitive skills. A dimensionality and explanatory analysis
In: Studies in Educational Evaluation, 71 (2021) , S. 101069
DOI: 10.1016/j.stueduc.2021.101069
URL: https://www.sciencedirect.com/science/article/pii/S0191491X2100095X
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: PIAAC <Programme for the International Assessment of Adult Competencies>; Schreib- und Lesefähigkeit; Rechenkompetenz; Kognitive Kompetenz; Validität; Leistungsmessung; Test
Abstract: This study aims to investigate how test scores from PIAAC (Programme for the International Assessment of Adult Competencies) can be interpreted, by comparing the PIAAC competencies literacy and numeracy to reasoning and perceptual speed. Dimensionality analyses supported, that the PIAAC competencies can be separated into a common factor overlapping with reasoning and perceptual speed, and domain-specific factors. For the common and specific factors, relations to other variables were analyzed. The nested factor for PIAAC literacy was as expected unrelated to age, positively related to learning opportunities during one's lifetime, and positively related to literacy skill use. The nested factor for PIAAC numeracy was also as expected unrelated to age, against expectation unrelated to learning opportunities during one's lifetime, and as expected positively related to numeracy skill use. Results support the validity of the intended test score interpretation for PIAAC literacy, while results for PIAAC numeracy were less clear. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Development and evaluation of a framework for the performance-based testing of ICT skills Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; […] Zeitschriftenbeitrag | In: Frontiers in Education | 2021 41203 Endnote: Autor*innen: Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; Wenzel, S. Franziska C.
Titel: Development and evaluation of a framework for the performance-based testing of ICT skills
In: Frontiers in Education, 6 (2021) , S. 668860
DOI: 10.3389/feduc.2021.668860
URL: https://www.frontiersin.org/articles/10.3389/feduc.2021.668860/full
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Informations- und Kommunikationstechnologie; Praktische Fertigkeit; Wissen; Problemlösen; Textverständnis; Bildverstehen; Bewertung; Modell; Item; Entwicklung; Testvalidität; Itemanalyse; Rasch-Modell; Implementation; Evaluation; Test; Testverhalten; Schüler; Sekundarstufe I; Baden-Württemberg; Rheinland-Pfalz; Deutschland
Abstract (english): This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics were defined as components of ICT skills and cognitive ICT tasks (i.e., accessing, managing, integrating, evaluating, creating). In order to capture the construct in a valid way, design principles for constructing the simulation environment and response format were formulated. To empirically evaluate the very heterogeneous items and detect malfunctioning items, item difficulties were analyzed and behavior-related indicators with item-specific thresholds were developed and applied. The 69 item's difficulty scores from the Rasch model fell within a comparable range for each cognitive task. Process indicators addressing time use and test-taker interactions were used to analyze whether most test-takers executed the intended processes, exhibited disengagement, or got lost among the items. Most items were capable of eliciting the intended behavior; for the few exceptions, conclusions for item revisions were drawn. The results affirm the utility of the proposed framework for developing and implementing performance-based items to assess ICT skills. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness […] Grützmacher, Luisa; Vieluf, Svenja; Hartig, Johannes Zeitschriftenbeitrag | In: School Effectiveness and School Improvement | 2021 41472 Endnote: Autor*innen: Grützmacher, Luisa; Vieluf, Svenja; Hartig, Johannes
Titel: Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness criteria? A measurement invariance analysis
In: School Effectiveness and School Improvement, 32 (2021) 3, S. 430-447
DOI: 10.1080/09243453.2021.1903511
URL: https://www.tandfonline.com/doi/full/10.1080/09243453.2021.1903511
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schule; Effektivität; Messverfahren; Fragebogen; Reliabilität; Validität; Schüler; Sekundarbereich; Deutschunterricht; Lesen; Einstellung <Psy>; Mathematikunterricht; Interesse; Selbstkonzept; Mitarbeit; Längsschnittuntersuchung; Datenanalyse; Hamburg; Deutschland
Abstract (english): This study aimed at examining the suitability of questionnaire instruments commonly used in large-scale assessments for measuring non-cognitive school effectiveness criteria. It focused on questions of reliability and validity for capturing changes in students within schools across time and the instruments' sensitivity to school effects. The aim was also to propose an approach for analyzing measurement invariance across levels and time simultaneously. The study used longitudinal data from the KESS (Kompetenzen und Einstellungen von Schülerinnen und Schülern [competencies and attitudes of students]) study, conducted in Hamburg, Germany. The sample is comprised of 17,926 students in 189 secondary schools. Data were collected three or four times. The results of the analyses show that all investigated scales are suitable in terms of reliability and validity. However, only the scale interest in mathematics is sensitive to school effects and therefore suitable as a school effectiveness criterion. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Improving reading rates and comprehension? Benefits and limitations of the reading acceleration […] Korinth, Sebastian; Nagler, Telse Zeitschriftenbeitrag | In: Language and Linguistics Compass | 2021 41072 Endnote: Autor*innen: Korinth, Sebastian; Nagler, Telse
Titel: Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach
In: Language and Linguistics Compass, 15 (2021) 3, S. e12408
DOI: 10.1111/lnc3.12408
URL: https://onlinelibrary.wiley.com/doi/10.1111/lnc3.12408
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Empirische Forschung; Lesen; Leseverstehen; Lesegeschwindigkeit; Leistungssteigerung; Lesekompetenz; Schulanfänger; Unterrichtsmethode; Wirkung; Validität; Messverfahren; Aufmerksamkeit; Arbeitsgedächtnis; Einflussfaktor; Grundschüler; Sprache; Forschungsstand
Abstract (english): The reading acceleration phenomenon refers to the effect that experimentally induced time constraints can generate instantaneous improvements of reading rate, accuracy and comprehension among typical and reading impaired readers of different age groups. An overview of studies applying the fading manipulation (i.e., letters are erased in reading direction), which induces the time constraints causing the acceleration phenomenon, is provided in the first part of this review. The second part summarises the outcomes of studies using a training approach called the reading acceleration program (RAP) that integrated core principles of the acceleration phenomenon to generate persistent reading performance improvements. Our review shows ample evidence for the validity of the acceleration phenomenon, since it has been replicated across various languages and populations. However, although there are several explanatory approaches for underlying mechanisms, none of them is well substantiated by empirical evidence so far. Similarly, although generally positive effects of RAP training were reported for several languages and groups of readers, the exact mechanisms causing improved reading rates and comprehension are not well understood. Our critical discussion points out several limitations of RAP that call for further research. However, we also highlight several benefits regarding RAP's potential as an intervention approach for enhancements in reading performance. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's […] Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […] Zeitschriftenbeitrag | In: Psychological Assessment | 2021 41467 Endnote: Autor*innen: Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel: Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In: Psychological Assessment, 33 (2021) 9, S. 827-842
DOI: 10.1037/pas0001020
URN: urn:nbn:de:0111-pedocs-243171
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract: Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung