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The impact of ignoring the partially compensatory relation between ability dimensions on […]
Buchholz, Janine; Hartig, Johannes
Zeitschriftenbeitrag
| In: Psychological Test and Assessment Modeling | 2018
38692 Endnote
Autor*innen:
Buchholz, Janine; Hartig, Johannes
Titel:
The impact of ignoring the partially compensatory relation between ability dimensions on norm-referenced test scores
In:
Psychological Test and Assessment Modeling, 60 (2018) 3, S. 369-385
URL:
https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam_3-2018_369-385.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Schülerleistung; Leistungsmessung; Test; Interpretation; Item-Response-Theory; Modell; Methode; Validität; Mathematische Kompetenz; Sprachfertigkeit; Simulation; Empirische Untersuchung
Abstract (english):
The IRT models most commonly employed to estimate within-item multidimensionality are compensatory and suggest that some dimensions (e.g., traits or abilities) can make up for a lack in others. However, many assessment frameworks in educational large-scale assessments suggest partially compensatory relations among dimensions. In two Monte-Carlo simulation studies we varied the loading pattern, the latent correlation between dimensions and the ability distribution to evaluate the impact on test scores when a compensatory model is incorrectly applied onto partially compensatory data. Findings imply only negligible effects when true abilities are bivariate normal. Assuming a uniform distribution, however, analyses of differences in test scores demonstrated systematic effects for specific patterns of true ability: High abilities are largely underestimated when the other ability required to solve some of the items was low. These findings highlight the necessity of applying the partially compensatory model under data conditions likely to occur in educational large-scale assessments. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Analyzing organizational growth in repeated cross-sectional designs using multilevel structural […]
Hochweber, Jan; Hartig, Johannes
Zeitschriftenbeitrag
| In: Methodology | 2017
37972 Endnote
Autor*innen:
Hochweber, Jan; Hartig, Johannes
Titel:
Analyzing organizational growth in repeated cross-sectional designs using multilevel structural equation modeling
In:
Methodology, 13 (2017) 3, S. 83-97
DOI:
10.1027/1614-2241/a000133
URN:
urn:nbn:de:0111-pedocs-158678
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-158678
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Methodologie; Organisation; Wachstum; Längsschnittuntersuchung; Daten; Datenanalyse; Strukturgleichungsmodell; Mehrebenenanalyse; Latente Wachstumskurvenmodelle; PISA <Programme for International Student Assessment>; Simulation; Statistische Methode
Abstract (english):
In repeated cross-sections of organizations, different individuals are sampled from the same set of organizations at each time point of measurement. As a result, common longitudinal data analysis methods (e.g., latent growth curve models) cannot be applied in the usual way. In this contribution, a multilevel structural equation modeling approach to analyze data from repeated cross-sections is presented. Results from a simulation study are reported which aimed at obtaining guidelines on appropriate sample sizes. We focused on a situation where linear growth occurs at the organizational level, and organizational growth is predicted by a single organizational level variable. The power to identify an effect of this organizational level variable was moderately to strongly positively related to number of measurement occasions, number of groups, group size, intraclass correlation, effect size, and growth curve reliability. The Type I error rate was close to the nominal alpha level under all conditions. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
The potential of collective intelligence in emergency medicine. Pooling medical students' […]
Kämmer, Juliane; Hautz, Wolf; Herzog, Stefan; Kunina-Habenicht, Olga; Kurvers, Ralf
Zeitschriftenbeitrag
| In: Medical Decision Making | 2017
37230 Endnote
Autor*innen:
Kämmer, Juliane; Hautz, Wolf; Herzog, Stefan; Kunina-Habenicht, Olga; Kurvers, Ralf
Titel:
The potential of collective intelligence in emergency medicine. Pooling medical students' independent decisions improves diagnostic performance
In:
Medical Decision Making, 37 (2017) 6, S. 715-724
DOI:
10.1177/0272989X17696998
URL:
https://journals.sagepub.com/doi/10.1177/0272989X17696998
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Medizin; Student; Diagnose; Kompetenz; Kollektiv; Intelligenz; Entscheidung; Computersimulation
Abstract (english):
Background: Evidence suggests that pooling multiple independent diagnoses can improve diagnostic accuracy in well-defined tasks. We investigated whether this is also the case for diagnostics in emergency medicine, an ill-defined task environment where diagnostic errors are rife. Methods: A computer simulation study was conducted based on empirical data from 2 published experimental studies. In the computer experiments, 285 medical students independently diagnosed 6 simulated patients arriving at the emergency room with dyspnea. Participants' diagnoses (n = 1,710), confidence ratings, and expertise levels were entered into a computer simulation. Virtual groups of different sizes were randomly created, and 3 collective intelligence rules (follow-the-plurality rule, follow-the-most-confident rule, and follow-the-most-senior rule) were applied to combine the independent decisions into a final diagnosis. For different group sizes, the performance levels (i.e., percentage of correct diagnoses) of the 3 collective intelligence rules were compared with each other and against the average individual accuracy. Results: For all collective intelligence rules, combining independent decisions substantially increased performance relative to average individual performance. For groups of 4 or fewer, the follow-the-most-confident rule outperformed the other rules; for larger groups, the follow-the-plurality rule performed best. For example, combining 5 independent decisions using the follow-the-plurality rule increased diagnostic accuracy by 22 percentage points. These results were robust across case difficulty and expertise level. Limitations: Our findings are based on simulated patients diagnosed by medical students. Whether results generalize to clinical practice is currently unknown. Conclusion: Combining independent decisions may substantially improve the quality of diagnoses in emergency medicine and may thus enhance patient safety. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Dealing with item nonresponse in large-scale cognitive assessments. The impact of missing data […]
Köhler, Carmen; Pohl, Steffi; Carstensen, Claus H.
Zeitschriftenbeitrag
| In: Journal of Educational Measurement | 2017
38004 Endnote
Autor*innen:
Köhler, Carmen; Pohl, Steffi; Carstensen, Claus H.
Titel:
Dealing with item nonresponse in large-scale cognitive assessments. The impact of missing data methods on estimated explanatory relationships
In:
Journal of Educational Measurement, 54 (2017) 4, S. 397-419
DOI:
10.1111/jedm.12154
URN:
urn:nbn:de:0111-dipfdocs-174619
URL:
http://www.dipfdocs.de/volltexte/2019/17461/pdf/KoehlerPohlCarstensen2017_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Datenanalyse; Schülerleistungstest; Leistungsmessung; Fehlende Daten; Fragebogen; Antwort; Wirkung; Messverfahren; PISA <Programme for International Student Assessment>; Panel; Lesekompetenz; Regression; Simulation
Abstract:
Competence data from low-stakes educational large-scale assessment studies allow for evaluating relationships between competencies and other variables. The impact of item-level nonresponse has not been investigated with regard to statistics that determine the size of these relationships (e.g., correlations, regression coefficients). Classical approaches such as ignoring missing values or treating them as incorrect are currently applied in many large-scale studies, while recent model-based approaches that can account for nonignorable nonresponse have been developed. Estimates of item and person parameters have been demonstrated to be biased for classical approaches when missing data are missing not at random (MNAR). In our study, we focus on parameter estimates of the structural model (i.e., the true regression coefficient when regressing competence on an explanatory variable), simulating data according to various missing data mechanisms. We found that model-based approaches and ignoring missing values performed well in retrieving regression coefficients even when we induced missing data that were MNAR. Treating missing values as incorrect responses can lead to substantial bias. We demonstrate the validity of our approach empirically and discuss the relevance of our results. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Die enge Verwobenheit von diagnostischem und pädagogischem Handeln als Herausforderung bei der […]
Kaiser, Johanna; Praetorius, Anna-Katharina; Südkamp, Anna; Ufer, Stefan
Sammelbandbeitrag
| Aus: Südkamp, Anna;Praetorius, Anna-Katharina (Hrsg.): Diagnostische Kompetenz von Lehrkräften: Theoretische und methodische Weiterentwicklungen | Münster: Waxmann | 2017
36800 Endnote
Autor*innen:
Kaiser, Johanna; Praetorius, Anna-Katharina; Südkamp, Anna; Ufer, Stefan
Titel:
Die enge Verwobenheit von diagnostischem und pädagogischem Handeln als Herausforderung bei der Erfassung diagnostischer Kompetenz
Aus:
Südkamp, Anna;Praetorius, Anna-Katharina (Hrsg.): Diagnostische Kompetenz von Lehrkräften: Theoretische und methodische Weiterentwicklungen, Münster: Waxmann, 2017 (Pädagogische Psychologie und Entwicklungspsychologie, 94), S. 114-123
Dokumenttyp:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Lehrer; Pädagogische Diagnostik; Pädagogisches Handeln; Situation; Unterricht; Forschung; Kompetenz; Datenerfassung; Validität; Wissen; Test; Vignette <Methode>; Computersimulation; Tutor
Abstract:
In diesem Beitrag soll beleuchtet werden, inwieweit bisherige Ansätze zur Erfassung diagnostischer Kompetenz die Verwobenheit diagnostischer und pädagogischer Handlungen berücksichtigen. Außerdem soll in diesem Zusammenhang die ökologische Validität der bisherigen Erhebungsmethoden betrachtet werden. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Multidimensional adaptive measurement of competences
Frey, Andreas; Kröhne, Ulf; Seitz, Nicki-Nils; Born, Sebastian
Sammelbandbeitrag
| Aus: Leutner, Detlev;Fleischer, Jens;Grünkorn, Juliane;Klieme, Eckhard (Hrsg.): Competence assessment in education: Research, models and instruments | Cham: Springer | 2017
37125 Endnote
Autor*innen:
Frey, Andreas; Kröhne, Ulf; Seitz, Nicki-Nils; Born, Sebastian
Titel:
Multidimensional adaptive measurement of competences
Aus:
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
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
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-Abteilung:
Bildungsqualität und Evaluation
Beziehungen in Schule und Unterricht. Teil 1. Theoretische Grundlagen und praktische Gestaltungen […]
Tillack, Carina; Fischer, Natalie; Raufelder, Diana; Fetzer, Janina (Hrsg.)
Sammelband
| Immenhausen: Prolog | 2014
34757 Endnote
Herausgeber*innen:
Tillack, Carina; Fischer, Natalie; Raufelder, Diana; Fetzer, Janina
Titel:
Beziehungen in Schule und Unterricht. Teil 1. Theoretische Grundlagen und praktische Gestaltungen pädagogischer Beziehungen
Erscheinungsvermerk:
Immenhausen: Prolog, 2014 (Theorie und Praxis der Schulpädagogik, 23)
Dokumenttyp:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Allgemein bildende Schule; Beratung; Beziehung; Coaching; Deutschland; Humanität; Interaktion; Klassenführung; Klassenlehrer; Kommunikation; Konflikttraining; Kreativität; Lehramtsstudent; Lehrer; Lehrerausbildung; Mentor; Offene Schule; Pädagoge; Pädagogik; Personalentwicklung; Professionalisierung; Psychoanalyse; Qualität; Referendariat; Schule; Schüler-Lehrer-Beziehung; Schulklasse; Simulation; Spiel; Teamteaching; Theorie; Training; Unterricht; Unterrichtsanalyse; Waldau; Zwischenmenschliche Beziehung
Abstract:
Positive Sozialbeziehungen in der Schule sind nicht nur wichtige Voraussetzungen für schulisches Lernen sondern gelten in Bezug auf das Wohlbefinden und die physische und psychische Gesundheit als relevante Ressource. Dennoch wurde dieser Aspekt von Schule in der Bildungsforschung lange Zeit vernachlässigt. Der vorliegende Band stellt theoretische Grundlagen und praktische Beispiele der Gestaltung pädagogische Beziehungen dar.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Diagnostik von ICT-Literacy. Multiple-Choice- vs. simulationsbasierte Aufgaben
Goldhammer, Frank; Kröhne, Ulf; Keßel, Yvonne; Senkbeil, Martin; Ihme, Jan Marten
Zeitschriftenbeitrag
| In: Diagnostica | 2014
34277 Endnote
Autor*innen:
Goldhammer, Frank; Kröhne, Ulf; Keßel, Yvonne; Senkbeil, Martin; Ihme, Jan Marten
Titel:
Diagnostik von ICT-Literacy. Multiple-Choice- vs. simulationsbasierte Aufgaben
In:
Diagnostica, 60 (2014) 1, S. 10-21
DOI:
10.1026/0012-1924/a000113
URN:
urn:nbn:de:0111-pedocs-146050
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-146050
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Aufgabe; Deutschland; Diagnostik; Informationskompetenz; Informations- und Kommunikationstechnologie; Kompetenz; Multiple-Choice-Verfahren; Psychometrie; Schuljahr 09; Simulation; Test
Abstract:
ICT-Literacy legt eine performanzbasierte Erfassung nahe, also mithilfe von Testaufgaben, die interaktive (simulierte) Computerumgebungen präsentieren und eine Reaktion mittels Maus und/oder Tastatur erfordern. Dennoch kommen häufig Verfahren wie Selbstbeurteilungen oder papierbasierte Leistungstests zum Einsatz. Ziel der vorliegenden Studie war es, die psychometrischen Eigenschaften simulationsbasierter (SIM) Aufgaben mit den Eigenschaften inhaltlich paralleler Multiple-Choice (MC)-Aufgaben zu vergleichen, bei denen Screenshots als Stimulus verwendet werden. Die MC-Aufgaben, die im Rahmen der National Educational Panel Study (NEPS) entwickelt wurden, erfassen die Fähigkeit, digitale Informationen auszuwählen und abzurufen sowie grundlegende Operationen durchzuführen (Access). In einem Zufallsgruppendesign bearbeiteten 405 Jugendliche der Klassenstufe 9 die computerbasierten Access-Testitems entweder als MC-Aufgabe oder als SIM-Aufgabe sowie den simulationsbasierten Basic Computer Skills (BCS)-Test. Die Ergebnisse zeigen, dass sich die meisten MC-Aufgaben und SIM-Aufgaben hinsichtlich Schwierigkeit und Ladung unterscheiden. Übereinstimmende konvergente Validität wird durch vergleichbar hohe Korrelationen der beiden Testformen mit BCS angezeigt.
Abstract (english):
ICT literacy suggests a performance-based assessment by means of tasks presenting interactive (simulated) computer environments and requiring responses by means of mouse and/or keyboard. However, assessment procedures like self-ratings or paper-based performance measures are still commonly used. The present study compares the psychometric properties of simulation-based (SIM) tasks with parallel multiple-choice (MC) tasks that make use of screenshots of software applications. The MC tasks, developed for the National Educational Panel Study (NEPS), reflect the skill to select and retrieve digital information and to perform basic operations (access). In a random groups design, 405 grade 9 students completed the computer-based access items as MC tasks or as SIM tasks as well as the simulation-based Basic Computer Skills (BCS) test. Results show that the majority of MC tasks and SIM tasks differ in difficulty and loading. Consistent convergent validity is indicated by comparably high correlations of the two test forms with BCS.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Constrained multidimensional adaptive testing without intermixing items from different dimensions
Kröhne, Ulf; Goldhammer, Frank; Partchev, Ivailo
Zeitschriftenbeitrag
| In: Psychological Test and Assessment Modeling | 2014
35165 Endnote
Autor*innen:
Kröhne, Ulf; Goldhammer, Frank; Partchev, Ivailo
Titel:
Constrained multidimensional adaptive testing without intermixing items from different dimensions
In:
Psychological Test and Assessment Modeling, 56 (2014) 4, S. 348-367
URL:
http://www.psychologie-aktuell.com/fileadmin/download/ptam/4-2014_20141222/03_kroehne.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Adaptives Testen; Algorithmus; Effizienz; Item-Response-Theory; Messung; Psychometrie; Reliabilität; Simulation; Test
Abstract:
Multidimensional adaptive testing (MAT) can improve the efficiency of measuring traits that are known to be highly correlated. Content balancing techniques can ensure that tests fulfill requirements with respect to content areas, such as the number of items from various dimensions (target rates). However, content balancing does not restrict the order in which items are selected from dimensions. If multiple dimensions are measured with MAT, intermixing items from different dimensions might invalidate properties of those items, which are known from calibration studies without mixed item content. To avoid this, the known correlations between traits can be used to increase efficiency of the ability estimation only without intermixing items from different dimensions. In this simulation study, MAT allowing items to be intermixed between dimensions is compared to Constrained MAT (CMAT) that does not allow intermixing items between dimensions for items with between-item multidimensionality. As expected, MAT achieved the greatest reliability for equal target rates; however, CMAT with items administered in a pre-specified order dimension by dimension was not disadvantageous for unequal target rates. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Argumentation integrity in intercultural education. A teaching project about a […]
Bender-Szymanski, Dorothea
Zeitschriftenbeitrag
| In: Intercultural Education | 2013
34008 Endnote
Autor*innen:
Bender-Szymanski, Dorothea
Titel:
Argumentation integrity in intercultural education. A teaching project about a religious-ideological dialogue as challenge for school
In:
Intercultural Education, 24 (2013) 6, S. 573-591
DOI:
10.1080/14675986.2013.845932
URL:
http://dx.doi.org/10.1080/14675986.2013.845932
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Argumentation; Befragung; Deutschland; Empirische Untersuchung; Evaluation; Gesprächsführung; Interkulturelle Kompetenz; Interkulturelles Lernen; Interreligiöser Dialog; Interreligiöses Lernen; Islam; Lehrerausbildung; Moslem; Projektunterricht; Simulation; Unterrichtsgestaltung
Abstract:
In this article, we describe the multiple phases of a teaching project that was constructed around an actual request by a Muslim community in the Federal Republic of Germany (FRG) to establish an Islamic cultural centre. The request provoked a sometimes heated discussion among politicians and citizens that was published in daily newspapers. A large number of the arguments that appeared in the newspapers failed to meet fair argumentation standards and strategies. The teaching project described here therefore aimed to sensitize future teachers to issues of argumentation integrity in dialogues, especially between persons with different religious and ideological convictions. The project was subdivided into three main phases, which treated the topic from different perspectives and with different methods: a simulation game dealing with the request by the Muslim community, a theory-based phase in which participants became acquainted with a construct of argumentation integrity and from this deduced standards and strategies relating to unfair argumentation, and an application phase in which the participants had to examine published arguments by politicians relating to the request by the Muslim community in order to identify rule violations in argumentations. The empirical results suggest that the project promoted insight into unfair argumentation. Such insight can improve interreligious and intercultural communication processes at school.
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