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Autor:
Kroehne, Ulf; Buerger, Sarah; Hahnel, Carolin; Goldhammer, Frank:

Titel:
Construct equivalence of PISA reading comprehension measured with paperbased and computerbased assessments

Quelle:
In: Educational Measurement, 38 (2019) 3 , 97-111

URL des Volltextes:
https://onlinelibrary.wiley.com/doi/abs/10.1111/emip.12280

Sprache:
Englisch

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

Schlagwörter:
Einflussfaktor, Schülerleistung, Frage, Antwort, Interaktion, Unterschied, Vergleich, Item-Response-Theory, Deutschland, PISA (Programme for International Student Assessment), Leseverstehen, Messverfahren, Testkonstruktion, Korrelation, Äquivalenz, Papier-Bleistift-Test, Computerunterstütztes Verfahren, Technologiebasiertes Testen, Leistungsmessung, Testverfahren, Testdurchführung


Abstract(englisch):
For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paperbased assessment (PBA). In the 2015 cycle, computerbased assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an extension of the PISA 2012 main study in Germany, a random subsample of two intact PISA reading clusters, either computerized or paperbased, was assessed using a random group design with an additional withinsubject variation. The results are in line with the hypothesis of construct equivalence. That is, the latent crossmode correlation of PISA reading comprehension was not significantly different from the expected correlation between the two clusters. Significant mode effects on item difficulties were observed for a small number of items only. Interindividual differences found in mode effects were negatively correlated with reading comprehension, but were not predicted by basic computer skills or gender. Further differences between modes were found with respect to the number of missing values.

Abstract(original):
For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paperbased assessment (PBA). In the 2015 cycle, computerbased assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an extension of the PISA 2012 main study in Germany, a random subsample of two intact PISA reading clusters, either computerized or paperbased, was assessed using a random group design with an additional withinsubject variation. The results are in line with the hypothesis of construct equivalence. That is, the latent crossmode correlation of PISA reading comprehension was not significantly different from the expected correlation between the two clusters. Significant mode effects on item difficulties were observed for a small number of items only. Interindividual differences found in mode effects were negatively correlated with reading comprehension, but were not predicted by basic computer skills or gender. Further differences between modes were found with respect to the number of missing values.


DIPF-Abteilung:
Bildungsqualität und Evaluation

Notizen:

last modified Nov 11, 2016