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Autor:
Hartig, Johannes; Frey, Adreas; Nold, Günter; Klieme, Eckhard:

Titel:
An application of explanatory item response modeling for model-based proficiency scaling

Quelle:
In: Educational and Psychological Measurement, 72 (2012) 4 , 665-686

URL des Volltextes:
http://dx.doi.org/10.1177/0013164411430707

DOI:
doi:10.1177/0013164411430707

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Empirische Forschung, Englisch als Zweitsprache, Item-Response-Theory, Leistungsmessung, Leseverstehen, Messverfahren, Methode, Modell, Psychometrie, Rasch-Modell, Schülerleistung, Test, Vergleich


Abstract(englisch):
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

Notizen:

zuletzt verändert: 11.11.2016