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(Personen: "Kröhne," und "Ulf")
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Disentangling setting and mode effects for online competence assessment
Kröhne, Ulf; Gnambs, Timo; Goldhammer, Frank
Book Chapter
| Aus: Blossfeld, Hans-Peter; Roßbach, Hans-Günther (Hrsg.): Education as a lifelong process: The German National Education Panel Study (NEPS) | Wiesbaden: Springer VS | 2019
39639 Endnote
Author(s):
Kröhne, Ulf; Gnambs, Timo; Goldhammer, Frank
Title:
Disentangling setting and mode effects for online competence assessment
In:
Blossfeld, Hans-Peter; Roßbach, Hans-Günther (Hrsg.): Education as a lifelong process: The German National Education Panel Study (NEPS), Wiesbaden: Springer VS, 2019 (Edition ZfE, 3), S. 171-193
DOI:
10.1007/978-3-658-23162-0_10
URL:
https://link.springer.com/chapter/10.1007%2F978-3-658-23162-0_10
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Abstract:
Many large-scale competence assessments such as the National Educational Panel Study (NEPS) have introduced novel test designs to improve response rates and measurement precision. In particular, unstandardized online assessments (UOA) offer an economic approach to reach heterogeneous populations that otherwise would not participate in face-to-face assessments. Acknowledging the difference between delivery, mode, and test setting, this chapter extends the theoretical background for dealing with mode effects in NEPS competence assessments (Kroehne and Martens in Zeitschrift für Erziehungswissenschaft 14:169-186, 2011 2011) and discusses two specific facets of UOA: (a) the confounding of selection and setting effects and (b) the role of test-taking behavior as mediator variable. We present a strategy that allows the integration of results from UOA into the results from proctored computerized assessments and generalizes the idea of motivational filtering, known for the treatment of rapid guessing behavior in low-stakes assessment. We particularly emphasize the relationship between paradata and the investigation of test-taking behavior, and illustrate how a reference sample formed by competence assessments under standardized and supervised conditions can be used to increase the comparability of UOA in mixed-mode designs. The closing discussion reflects on the trade-off between data quality and the benefits of UOA. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Adaptive item selection under matroid constraints
Bengs, Daniel; Brefeld, Ulf; Kröhne, Ulf
Journal Article
| In: Journal of Computerized Adaptive Testing | 2018
38642 Endnote
Author(s):
Bengs, Daniel; Brefeld, Ulf; Kröhne, Ulf
Title:
Adaptive item selection under matroid constraints
In:
Journal of Computerized Adaptive Testing, 6 (2018) 2, S. 15-36
DOI:
10.7333/1808-0602015
URN:
urn:nbn:de:0111-dipfdocs-166953
URL:
http://www.dipfdocs.de/volltexte/2020/16695/pdf/JCAT_2018_2_Bengs_Brefeld_Kroehne_Adaptive_item_selection_under_matroid_constraints_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Adaptives Testen; Algorithmus; Computerunterstütztes Verfahren; Itembank; Messverfahren; Technologiebasiertes Testen; Testkonstruktion
Abstract (english):
The shadow testing approach (STA; van der Linden & Reese, 1998) is considered the state of the art in constrained item selection for computerized adaptive tests. The present paper shows that certain types of constraints (e.g., bounds on categorical item attributes) induce a matroid on the item bank. This observation is used to devise item selection algorithms that are based on matroid optimization and lead to optimal tests, as the STA does. In particular, a single matroid constraint can be treated optimally by an efficient greedy algorithm that selects the most informative item preserving the integrity of the constraints. A simulation study shows that for applicable constraints, the optimal algorithms realize a decrease in standard error (SE) corresponding to a reduction in test length of up to 10% compared to the maximum priority index (Cheng & Chang, 2009) and up to 30% compared to Kingsbury and Zara's (1991) constrained computerized adaptive testing.
DIPF-Departments:
Bildungsqualität und Evaluation
The role of reading skills in the evaluation of online information gathered from search engine […]
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Journal Article
| In: Computers in Human Behavior | 2018
37929 Endnote
Author(s):
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Title:
The role of reading skills in the evaluation of online information gathered from search engine environments
In:
Computers in Human Behavior, 78 (2018) , S. 223-234
DOI:
10.1016/j.chb.2017.10.004
URN:
urn:nbn:de:0111-dipfdocs-192242
URL:
http://www.dipfdocs.de/volltexte/2020/19224/pdf/CiHB_2018_Hahnel_et_al_The_role_of_reading_skills_in_the_evaluation_of_online_information_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bewertung; Deutschland; Digitale Medien; Einflussfaktor; Empirische Untersuchung; Hypertext; Information; Internet; Lesekompetenz; Leseverhalten; Online; Relevanz; Schüler; Sekundarbereich; Suchmaschine; Technologiebasiertes Testen
Abstract (english):
A critical evaluation of results to find useful information is essential when doing a web search. In this study, we investigated the evaluation skills of secondary school students, based on their behavior in selecting links from a search engine result page (SERP). To clarify the role of reading when evaluating online information, we assessed students' individual reading skills on word, sentence, and text level. Data from 416 15-year-old students participating in a computer based German add-on study to the Programme for International Student Assessment (PISA) in 2012 were investigated. Using generalized linear mixed models (GLMMs), it was found that reading skills affected the ability to evaluate online information. These effects were influenced by the distinctiveness of information in relevance and students' navigation to subsequent SERPs or websites. The results are interpreted to show that skilled readers are able to allocate their cognitive resources more efficiently than less skilled readers when evaluating online information. Implications are discussed in terms of underlying cognitive processes when making web search decisions. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Visualisation of complex question pools
Horn, Florian; Schiffner, Daniel; Krömker, Detlef; Bengs, Daniel; Fabriz, Sabine; […]
Book Chapter
| Aus: Schiffner, Daniel (Hrsg.): Proceedings of DeLFI Workshops 2018 - co-located with 16th e-Learning Conference of the German Computer Society (DeLFI 2018) | Aachen: RWTH | 2018
38893 Endnote
Author(s):
Horn, Florian; Schiffner, Daniel; Krömker, Detlef; Bengs, Daniel; Fabriz, Sabine; Goldhammer, Frank; Horz, Holger; Kröhne, Ulf; Libbrecht, Paul; Niemeyer, Jana; Tillmann, Alexander; Wenzel, Franziska
Title:
Visualisation of complex question pools
In:
Schiffner, Daniel (Hrsg.): Proceedings of DeLFI Workshops 2018 - co-located with 16th e-Learning Conference of the German Computer Society (DeLFI 2018), Aachen: RWTH, 2018 (CEUR Workshop Proceedings), S. 1-8
URL:
http://ceur-ws.org/Vol-2250/WS_Pro_paper6.pdf
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Abstract (english):
In this paper, we discuss the conceptualisation and implementation of an interactive visualisation for complex question pools. In our case we require a way to organize and interact with a pool, including composition and selection of questions, e.g. for creating a test. We therefore use an ontology, which is a primary dimension of the questions, as a default view. Starting from a user-driven design process, we expand it with filter, search and data display functionality. After completion of the first implementation cycle, we evaluated the visualisation by conducting expert interviews and a formal requirement review. These showed that the visualisation solves some of the issues. To address the remainder, we propose a new version of the visualisation and ways to interact with the question pool. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation; Informationszentrum Bildung
Paper-based assessment of the effects of aging on response time in processing speed. A diffusion […]
Dirk, Judith; Kratzsch, Gesa Katharina; Prindle, John P.; Kröhne, Ulf; Goldhammer, Frank; […]
Journal Article
| In: Journal of Intelligence | 2017
37296 Endnote
Author(s):
Dirk, Judith; Kratzsch, Gesa Katharina; Prindle, John P.; Kröhne, Ulf; Goldhammer, Frank; Schmiedek, Florian
Title:
Paper-based assessment of the effects of aging on response time in processing speed. A diffusion model analysis
In:
Journal of Intelligence, 5 (2017) 2, S. 1-16
DOI:
10.3390/jintelligence5020012
URN:
urn:nbn:de:0111-dipfdocs-191786
URL:
http://www.dipfdocs.de/volltexte/2020/19178/pdf/jintelligence_2017_2_Dirk_et_al_Paper-based_assessment_of_the_effects_of_aging_on_response_time_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Altern; Antwort; Deutschland; Empirische Untersuchung; Junger Erwachsener; Kognitionspsychologie; Leistung; Messung; Modell; Vergleichsuntersuchung; Zeit
Abstract:
The effects of aging on response time were examined in a paper-based lexical-decision experiment with younger (age 18-36) and older (age 64-75) adults, applying Ratcliff's diffusion model. Using digital pens allowed the paper-based assessment of response times for single items. Age differences previously reported by Ratcliff and colleagues in computer-based experiments were partly replicated: older adults responded more conservatively than younger adults and showed a slowing of their nondecision components of RT by 53 ms. The rates of evidence accumulation (drift rate) showed no age-related differences. Participants with a higher score in a vocabulary test also had higher drift rates. The experiment demonstrates the possibility to use formal processing models with paper-based tests. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung; Bildungsqualität und Evaluation
Reading digital text involves working memory updating based on task characteristics and reader […]
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Journal Article
| In: Learning and Individual Differences | 2017
37928 Endnote
Author(s):
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Title:
Reading digital text involves working memory updating based on task characteristics and reader behavior
In:
Learning and Individual Differences, 59 (2017) , S. 149-157
DOI:
10.1016/j.lindif.2017.09.001
URN:
urn:nbn:de:0111-pedocs-175584
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-175584
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Digitale Medien; Einflussfaktor; Empirische Untersuchung; Hypertext; Interaktion; Lesekompetenz; Lesen; Leseverhalten; Textverständnis
Abstract (english):
Receiving and using web-based information has become part of everyday life, but the non-linear presentation of information can make considerable demands on cognitive resources, affecting text comprehension. This study examined whether memory updating predicts students' comprehension of digital hypertext over and above skills in reading linearly structured text, and whether this association is affected by particular characteristics of reading tasks, the hypertext and individual reading behavior. Measures included reading comprehension as assessed via hypertext (digital reading) and linear text (linear reading) as well as memory updating among 15-year-old German students (N = 288). The number of nodes in a hypertext and cognitive reading operations required for task processing were regarded as task characteristics. Indicators of reader behavior were derived from log files. The results demonstrated a general effect of memory updating on digital reading over and above linear reading. This effect was not affected by the number of available nodes but by cognitive reading operations and individual reader behavior. Implications for students' cognitive processing of hypertexts are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Der Einfluss kognitiver Basisfertigkeiten auf die Änderung der in PISA gemessenen Lesekompetenz
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Schiepe-Tiska, Anja; Lüdtke, Oliver; Nagy, Gabriel
Journal Article
| In: Zeitschrift für Erziehungswissenschaft. Sonderheft | 2017
37370 Endnote
Author(s):
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Schiepe-Tiska, Anja; Lüdtke, Oliver; Nagy, Gabriel
Title:
Der Einfluss kognitiver Basisfertigkeiten auf die Änderung der in PISA gemessenen Lesekompetenz
In:
Zeitschrift für Erziehungswissenschaft. Sonderheft, 33 (2017) , S. 205-228
DOI:
10.1007/s11618-017-0748-0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Deutschland; Jugendlicher; Lesekompetenz; Leseverstehen; Lesefertigkeit; Kognitive Prozesse; Entwicklung; Arbeitsgedächtnis; Schülerleistung; Veränderung; Datenanalyse; PISA <Programme for International Student Assessment>; Begleituntersuchung
Abstract:
Die Studie untersucht Zusammenhänge zwischen dem Leseverständnis und basalen Prozessen des Leseverstehens auf Wort- und Satzebene sowie des Arbeitsgedächtnisses 15-jähriger Jugendlicher. Es wurde den Fragen nachgegangen, ob Unterschiede in der Effizienz der betrachteten Teilkomponenten zum einen die Lesekompetenz selbst, zum anderen Veränderungen in der Lesekompetenz nach einem Jahr erklären können. Die Studie basiert auf den Leseleistungsdaten des Programme for International Student Assessment (PISA) 2012 sowie einer längsschnittlichen Nacherhebung in 2013 (PISA Plus). In einer nationalen Begleitstudie 2012 wurden zusätzlich Fähigkeiten zur Worterkennung, semantischen Integration und des Arbeitsgedächtnisses erfasst. Die Ergebnisse zeigen, dass das Leseverständnis in 2012 durch die untersuchten kognitiven Basisfähigkeiten vorhergesagt wurde. Obwohl sich das Leseverständnis nach einem Jahr verbesserte, ließ sich diese Veränderung weder durch basale Lesefähigkeiten der Worterkennung und semantischen Integration noch durch Arbeitsgedächtnisprozesse erklären. Theoretische und praktische Implikationen werden kritisch diskutiert. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Herausforderungen bei der Schätzung von Trends in Schulleistungsstudien. Eine Skalierung der […]
Robitzsch, Alexander; Lüdtke, Oliver; Köller, Olaf; Kröhne, Ulf; Goldhammer, Frank; […]
Journal Article
| In: Diagnostica | 2017
36898 Endnote
Author(s):
Robitzsch, Alexander; Lüdtke, Oliver; Köller, Olaf; Kröhne, Ulf; Goldhammer, Frank; Heine, Jörg-Henrik
Title:
Herausforderungen bei der Schätzung von Trends in Schulleistungsstudien. Eine Skalierung der deutschen PISA-Daten
In:
Diagnostica, 63 (2017) 2, S. 148-165
DOI:
10.1026/0012-1924/a000177
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Deutschland; Einflussfaktor; Leistungsmessung; Lesekompetenz; Mathematische Kompetenz; Modell; Naturwissenschaftliche Kompetenz; PISA <Programme for International Student Assessment>; Schülerleistung; Schülerleistungstest; Skalierung; Technologiebasiertes Testen; Testauswertung
Abstract:
Internationale Schulleistungsstudien wie das Programme for International Student Assessment (PISA) dienen den teilnehmenden Ländern zur Feststellung der Leistungsfähigkeit ihrer Schulsysteme. In PISA wird die Zielpopulation (15-jährige Schülerinnen und Schüler) alle 3 Jahre getestet. Von besonderer Bedeutung sind dabei die Trendinformationen, die für die Zielpopulation ausweisen, ob sich ihre Leistungen gegenüber denen aus früheren Erhebungen verändert haben. Um solche Trends valide interpretieren zu können, sollten die PISA-Erhebungen unter möglichst vergleichbaren Bedingungen durchgeführt und die verwendeten statistischen Verfahren vergleichbar bleiben. In PISA 2015 wurde erstmalig computerbasiert getestet; zuvor mittels Papier-und-Bleistift-Tests. Es wurde das Skalierungsmodell verändert und in den Naturwissenschaften wurden neue Aufgabenformate eingesetzt. Im vorliegenden Beitrag gehen wir anhand der nationalen PISA-Stichproben von 2000 bis 2015 der Frage nach, inwiefern der Wechsel des Testmodus und der Wechsel des Skalierungsmodells die Interpretation der Trendschätzungen beeinflussen. Die Analysen belegen, dass die Veränderung von Papier-und-Bleistift-Tests auf Computertestung die Trendschätzung für Deutschland verzerrt haben könnte. (DIPF/Orig.)
Abstract (english):
International large-scale assessments, for instance, the Programme for International Student Assessment (PISA), are conducted to provide information on the effectiveness of educational systems. In PISA, the target population of 15-year-old students is assessed every 3 years. Trends show whether competencies have changed for the target population between PISA cycles. To ensure valid trend information, it is necessary to keep the test conditions and statistical methods in all PISA cycles as constant as possible. In PISA 2015, however, several changes were established; the test model changed from paper pencil to computer tests, scaling methods were changed, and new types of tasks were used in science. In this article, we investigate the effects of these changes on trend estimation in PISA using German data from all PISA cycles (2000 - 2015). Findings suggest that the change from paper pencil to computer tests could have biased the trend estimation. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Multidimensional adaptive measurement of competences
Frey, Andreas; Kröhne, Ulf; Seitz, Nicki-Nils; Born, Sebastian
Book Chapter
| Aus: Leutner, Detlev;Fleischer, Jens;Grünkorn, Juliane;Klieme, Eckhard (Hrsg.): Competence assessment in education: Research, models and instruments | Cham: Springer | 2017
37125 Endnote
Author(s):
Frey, Andreas; Kröhne, Ulf; Seitz, Nicki-Nils; Born, Sebastian
Title:
Multidimensional adaptive measurement of competences
In:
Leutner, Detlev;Fleischer, Jens;Grünkorn, Juliane;Klieme, Eckhard (Hrsg.): Competence assessment in education: Research, models and instruments, Cham: Springer, 2017 (Methodology of educational measurement and assessment), S. 369-387
DOI:
10.1007/978-3-319-50030-0_22
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Adaptives Testen; Computerunterstütztes Verfahren; Item-Response-Theory; Test; Software; Simulation
Abstract:
Even though multidimensional adaptive testing (MAT) is advantageous in the measurement of complex competencies, operational applications are still rare. In an attempt to change this situation, this chapter presents four recent developments that foster the applicability of MAT. First, in a simulation study, we show that multiple constraints can be accounted for in MAT without a loss of measurement precision, by using the multidimensional maximum priority index method. Second, the results from another simulation study show that the high efficiency of MAT is mainly due to the fact that MAT considers prior information in the final ability estimation, and not to the fact that MAT uses prior information for item selection. Third, the multidimensional adaptive testing environment is presented. This software can be used to assemble, configure, and apply multidimensional adaptive tests. Last, the application of the software is illustrated for unidimensional and multidimensional adaptive tests. The application of MAT is especially recommended for large-scale assessments of student achievement. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Development, validation and application of a competence model for mathematical problem solving by […]
Leuders, Timo; Bruder, Regina; Kröhne, Ulf; Naccarella, Dominik; Nitsch, Renate; […]
Book Chapter
| Aus: Leutner, Detlev;Fleischer, Jens;Grünkorn, Juliane;Klieme, Eckhard (Hrsg.): Competence assessment in education: Research, models and instruments | Cham: Springer | 2017
37127 Endnote
Author(s):
Leuders, Timo; Bruder, Regina; Kröhne, Ulf; Naccarella, Dominik; Nitsch, Renate; Henning-Kahmann, Jan; Kelava, Augustin; Wirtz, Markus
Title:
Development, validation and application of a competence model for mathematical problem solving by using and translating representations of functions
In:
Leutner, Detlev;Fleischer, Jens;Grünkorn, Juliane;Klieme, Eckhard (Hrsg.): Competence assessment in education: Research, models and instruments, Cham: Springer, 2017 (Methodology of educational measurement and assessment), S. 389-406
DOI:
10.1007/978-3-319-50030-0_23
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Adaptives Testen; Computerunterstütztes Verfahren; Mathematikunterricht; Problemlösen; Kompetenz; Modell; Mathematische Kompetenz; Psychometrie
Abstract:
In mathematics education, the student's ability to translate between different representations of functions is regarded as a key competence for mastering situations that can be described by mathematical functions. Students are supposed to interpret common representations like numerical tables (N), function graphs (G), verbally or pictorially represented situations (S), and algebraic expressions (A). In a multi-step project (1) a theoretical competence model was constructed by identifying key processes and key dimensions and corresponding item pools, (2) different psychometric models assuming theory-based concurrent competence structures were tested empirically, and (3) finally, a computerized adaptive assessment tool was developed and applied in school practice. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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