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Model‐based treatment of rapid guessing
Deribo, Tobias; Kröhne, Ulf; Goldhammer, Frank
Journal Article
| In: Journal of Educational Measurement | 2021
41271 Endnote
Author(s):
Deribo, Tobias; Kröhne, Ulf; Goldhammer, Frank
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
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; […]
Journal Article
| In: Frontiers in Education | 2021
41203 Endnote
Author(s):
Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; Wenzel, S. Franziska C.
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Lernen
Gold, Andreas; Brod, Garvin
Book Chapter
| Aus: Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht | Weinheim: Beltz Juventa | 2021
41385 Endnote
Author(s):
Gold, Andreas; Brod, Garvin
Title:
Lernen
In:
Preiser, Siegfried (Hrsg.): Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht, Weinheim: Beltz Juventa, 2021 , S. 79-101
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Lernen; Wissenserwerb; Kognitive Prozesse; Informationsverarbeitung; Kognitionspsychologie; Lerntheorie; Konstruktivismus; Kooperatives Lernen; Problemlösen; Transfer; Verhalten; Gewohnheit; Gedächtnis; Konditionierung; Wissen; Selbstgesteuertes Lernen
Abstract:
[...] Zu Beginn des 5. Kapitels wird Lernen als Aufbau von Wissen und Können definiert. Dieser Sichtweise folgend wird die kognitionspsychologische Theorie der Informationsverarbeitung in ihrer "konstruktivistischen" Ausgestaltung ausführlicher vorgestellt (5.1). Eine ganz andere Gruppe von Lerntheorien begreift Lernen als (sichtbare) Veränderung von Verhalten und von Gewohnheiten (5.2). In dieser Tradition stehen insbesondere die Konditionierungstheorien. Mit der Darstellung der sozial-kognitiven Lerntheorie wird abschließend wieder ein Bogen von den verhaltens- zu den kognitionspsychologischen Ansätzen geschlagen. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Using process data to explain group differences in complex problem solving
Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes
Journal Article
| In: Journal of Educational Psychology | 2020
39868 Endnote
Author(s):
Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes
Title:
Using process data to explain group differences in complex problem solving
In:
Journal of Educational Psychology, 112 (2020) 8, S. 1546-1562
DOI:
10.1037/edu0000446
URN:
urn:nbn:de:0111-pedocs-232721
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232721
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
PISA <Programme for International Student Assessment>; Problemlösen; Schülerleistung; Leistungsmessung; Geschlechtsspezifischer Unterschied; Migrationshintergrund; Computerunterstütztes Verfahren; Logdatei; Interaktion; Exploration; Verhalten; Vorwissen; Wirkung; Indikator; Leistung; Unterschied; Messverfahren; OECD-Länder
Abstract:
In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performance on the 2012 Programme for International Student Assessment complex problem solving (CPS) items. We found that across all investigated countries interactive behavior can fully explain gender differences in CPS, but cannot explain differences between students with and without a migration background. However, in some countries these results differ from the cross-country results. Our results indicate that process measures derived from log data are useful for further investigating and explaining performance differences between girls and boys and students with and without migration background. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Exploring behavioural patterns during complex problem‐solving
Eichmann, Beate; Greiff, Samuel; Naumann, Johannes; Brandhuber, Liene; Goldhammer, Frank
Journal Article
| In: Journal of Computer Assisted Learning | 2020
40129 Endnote
Author(s):
Eichmann, Beate; Greiff, Samuel; Naumann, Johannes; Brandhuber, Liene; Goldhammer, Frank
Title:
Exploring behavioural patterns during complex problem‐solving
In:
Journal of Computer Assisted Learning, 36 (2020) 6, S. 933-956
DOI:
10.1111/jcal.12451
URN:
urn:nbn:de:0111-pedocs-232225
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232225
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Problemlösen; Exploration; Datenanalyse; PISA <Programme for International Student Assessment>; Verhaltensmuster; Sequenz; Analyse
Abstract:
In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study (n = 30,098 students). We first coded every interaction of students as (initial or repeated) exploration, (initial or repeated) goal‐directed behaviour, or resetting the task. We then split the data according to task successes and failures. We used full‐path sequence analysis to identify groups of students with similar behavioural patterns in the respective tasks. Double‐checking and minimalistic behaviour was associated with success in CPS, while guessing and exploring task‐irrelevant content was associated with failure. Our findings held for both tasks investigated, from two different CPS measurement frameworks. We thus gained detailed insight into the behavioural processes that are related to success and failure in CPS. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Convergent evidence for validity of a performance-based ICT skills test
Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, S. Franziska C.; […]
Journal Article
| In: European Journal of Psychological Assessment | 2020
39137 Endnote
Author(s):
Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, S. Franziska C.; Hartig, Katja; Horz, Holger
Title:
Convergent evidence for validity of a performance-based ICT skills test
In:
European Journal of Psychological Assessment, 36 (2020) 2, S. 269-279
DOI:
10.1027/1015-5759/a000507
URN:
urn:nbn:de:0111-pedocs-218426
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-218426
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Informationstechnologische Bildung; Informations- und Kommunikationstechnologie; Problemlösen; Kompetenz; Fertigkeit; Schüler; Sekundarstufe I; Test; Testaufgabe; Validität; Evidenz; Deutschland
Abstract (english):
The goal of this study was to investigate sources of evidence of convergent validity supporting the construct interpretation of scores on a simulation-based ICT skills test. The construct definition understands ICT skills as reliant on ICT-specific knowledge as well as comprehension and problem-solving skills. On the basis of this, a validity argument comprising three claims was formulated and tested. (1) In line with the classical nomothetic span approach, all three predictor variables explained task success positively across all ICT skills items. As ICT tasks can vary in the extent to which they require construct-related knowledge and skills and in the way related items are designed and implemented, the effects of construct-related predictor variables were expected to vary across items. (2) A task-based analysis approach revealed that the item-level effects of the three predictor variables were in line with the targeted construct interpretation for most items. (3) Finally, item characteristics could significantly explain the random effect of problem-solving skills, but not comprehension skills. Taken together, the obtained results generally support the validity of the construct interpretation.
DIPF-Departments:
Bildungsqualität und Evaluation
Individuelle Förderung durch Peer Mentoring. Ergebnisse der StEG-Tandem-Studie zur Umsetzung und […]
Brisson, Brigitte; Dohrmann, Julia; Heyl, Katrin
Journal Article
| In: Schulmanagement | 2020
40244 Endnote
Author(s):
Brisson, Brigitte; Dohrmann, Julia; Heyl, Katrin
Title:
Individuelle Förderung durch Peer Mentoring. Ergebnisse der StEG-Tandem-Studie zur Umsetzung und Wirkung von altersübergreifendem Peer Mentoring bei der Aufgabenbearbeitung
In:
Schulmanagement, 51 (2020) 2, S. 16-19
Publication Type:
3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Language:
Deutsch
Keywords:
Hausaufgabe; Motivation; Schülerleistung; Leistungssteigerung; Diagnostik; Ganztagsbetreuung; Empirische Forschung; Hessen; Deutschland; Individuelle Förderung; Peergroup; Mentor; Aufgabe; Problemlösen; Schüler; Lernvoraussetzungen; Wirkung; Lernerfolg; Unterrichtsmethode; Anpassung; Jahrgangsübergreifender Unterricht; Integrierte Gesamtschule; Partnerarbeit; Tandem-Methode; Unterstützung; Umsetzung
Abstract:
Ob Mathecoach, Lernhelferin oder Huckepacker: Mentoring-Programme gehören an vielen Schulen bereit zum Alltag. Als Mentorinnen und Mentoren kommen häufig Schülerinnen und Schüler zum Einsatz, die gleichaltrigen oder jüngeren Peers fachliche Unterstützung anbieten. Ziel ist die fachliche und persönliche Förderung aller Beteiligten. Das Projekt StEG-Tandem hat fünf integrierte Gesamtschulen in Hessen bei der Entwicklung und Einführung eines altersübergreifenden Peer Mentorings begleitet und die Programme evaluiert. Ältere Schülerinnen und Schüler halfen jüngeren bei der Bearbeitung von Hausaufgaben oder Lernzeit-Aufgaben. Die Studienergebnisse zeigen: Der Lernerfolg ist nicht garantiert, auf die Qualität kommt es an. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Instruction
Bell, Courtney A.; Schweig, Jonathan; Castellano, Katherine E.; Klieme, Eckhard; Stecher, Brian M.
Book Chapter
| Aus: OECD (Hrsg.): Global teaching InSights: A video study of teaching | Paris: OECD Publishing | 2020
40892 Endnote
Author(s):
Bell, Courtney A.; Schweig, Jonathan; Castellano, Katherine E.; Klieme, Eckhard; Stecher, Brian M.
Title:
Instruction
In:
OECD (Hrsg.): Global teaching InSights: A video study of teaching, Paris: OECD Publishing, 2020 , S. 114-245
DOI:
10.1787/20d6f36b-en
URL:
https://www.oecd-ilibrary.org/education/global-teaching-insights_c6d9c218-en
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Internationaler Vergleich; Chile; Kolumbien; England; Deutschland; Japan; Spanien; Mexiko; China; Mathematikunterricht; Instruktion; Unterrichtspraxis; Qualität; Unterrichtsmaterial; Kognitives Lernen; Unterrichtsgespräch; Leistungsanspruch; Problemlösen; Bewertung; Feed-back; Unterrichtsbeteiligung; Unterrichtsbeobachtung; Schüler; Lehrer; Befragung; Fragebogen
Abstract:
What does teaching look like? What practices are most impactful? By directly observing teaching in the classroom, this study trialled new research methods to shed light on these key questions for raising student outcomes around the world. This report provides a detailed account of classroom management, social and emotional support, and instructional practices in the classrooms of eight countries and economies, drawing upon the observation of lesson videos and instructional materials, the analysis of teacher and student questionnaires, and the measurement of students' cognitive and non-cognitive outcomes. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Assessment im Kontext von Mehrsprachigkeit
Köhler, Carmen; Hartig, Johannes
Book Chapter
| Aus: Gogolin, Ingrid; Hansen, Antje; McMonagle, Sarah; Rauch, Dominique (Hrsg.): Handbuch Mehrsprachigkeit und Bildung | Heidelberg: Springer | 2020
40645 Endnote
Author(s):
Köhler, Carmen; Hartig, Johannes
Title:
Assessment im Kontext von Mehrsprachigkeit
In:
Gogolin, Ingrid; Hansen, Antje; McMonagle, Sarah; Rauch, Dominique (Hrsg.): Handbuch Mehrsprachigkeit und Bildung, Heidelberg: Springer, 2020 , S. 303-308
DOI:
10.1007/978-3-658-20285-9_44
URL:
https://link.springer.com/chapter/10.1007/978-3-658-20285-9_44
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Chancengleichheit; Mehrsprachigkeit; Wirkung; Leistungstest; Testaufgabe; Problemlösen; Individuelle Förderung; Schüler; Benachteiligung; Testkonstruktion; Qualität; Unterstützung
Abstract:
In diesem Kapitel sollen die Auswirkungen von Mehrsprachigkeit bei standardisiert durchgeführten Leistungserfassungen mithilfe von Testaufgaben betrachtet werden, wie sie beispielsweise in der Individualdiagnostik, z. B. zur Klärung eines individuellen Förderbedarfs, oder bei Bildungsstudien wie PISA (Programme for International Student Assessment) zum Einsatz kommen. Im Folgenden nicht behandelt werden Tests zur Diagnose von Sprachentwicklungsstörungen, bei denen die Mehrsprachigkeit von Kindern auch eine spezielle Berücksichtigung findet (Wagner 2015). (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Multiple solutions for real-world problems and students' procedural and conceptual knowledge
Achmetli, Kay; Schukajlow, Stanislaw; Rakoczy, Katrin
Journal Article
| In: International Journal of Science and Mathematics Education | 2019
38890 Endnote
Author(s):
Achmetli, Kay; Schukajlow, Stanislaw; Rakoczy, Katrin
Title:
Multiple solutions for real-world problems and students' procedural and conceptual knowledge
In:
International Journal of Science and Mathematics Education, 17 (2019) 8, S. 1605-1625
DOI:
10.1007/s10763-018-9936-5
URL:
https://link.springer.com/article/10.1007%2Fs10763-018-9936-5
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mathematikunterricht; Kompetenz; Erfahrung; Wissen; Vorwissen; Problemlösen; Problem; Alltag; Aufgabe; Unterrichtsmethode; Schüler; Schuljahr 09; Test; Befragung; Hypothese; Pfadanalyse; Experimentelle Untersuchung; Deutschland
Abstract:
An effective way to improve students' mathematical knowledge is to have them construct multiple solutions for real-world problems. Prior knowledge is a relevant prerequisite for learning outcomes, and the experience of competence is a basic need that has to be fulfilled to improve achievement. In the current experimental study (N = 307), we investigated how the construction of multiple solutions for real-world problems by applying multiple (two) mathematical procedures affected students' procedural and conceptual knowledge and their experience of competence. Path analyses showed that constructing multiple solutions for real-world problems increased students' feelings of competence and affected their procedural and conceptual knowledge indirectly through the experience of competence. Moreover, students' prior knowledge affected their knowledge at posttest directly as well as indirectly via their experience of competence. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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