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(Schlagwörter: "Psychometrie")
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Assessing individual differences in basic computer skills. Psychometric characteristics of an […]
Goldhammer, Frank; Naumann, Johannes; Keßel, Yvonne
Journal Article
| In: European Journal of Psychological Assessment | 2013
33161 Endnote
Author(s):
Goldhammer, Frank; Naumann, Johannes; Keßel, Yvonne
Title:
Assessing individual differences in basic computer skills. Psychometric characteristics of an interactive performance measure
In:
European Journal of Psychological Assessment, 29 (2013) 4, S. 1-13
DOI:
10.1027/1015-5759/a000153
URL:
http://dx.doi.org/10.1027/1015-5759/a000153
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Definition; Fähigkeit; Individuum; Informationstechnologische Grundbildung; Interaktion; Leistungsbewertung; Leistungsmessung; Mensch-Maschine-Kommunikation; Psychometrie; Unterschied; Vergleichsuntersuchung
Abstract:
A definition of basic computer skills (BCS) is proposed and the psychometric properties of a newly developed BCS scale are investigated. BCS is defined as the ability and speed of performing basic actions in graphical user interfaces of computers to access, collect, and provide information. BCS is thus considered a basic component skill of the much broader construct of ICT literacy. Data from the German PISA 2009 field trial was used to determine the factor structure of the BCS scale as well as convergent and discriminant validity. The latent factor structure underlying the BCS scale was investigated by testing confirmatory factor analysis (CFA) models for response times and responses. CFA results suggest that there is one dimension of BCS speed and BCS ability, respectively. With respect to convergent validity, practical computer knowledge and skill in digital reading had strong associations with BCS speed and ability. With respect to discriminant validity, only moderate associations were found with lower level reading skills and self-reported computer skills. Differences between BCS speed and ability and further developments of the BCS scale are discussed.
DIPF-Departments:
Bildungsqualität und Evaluation
Sind Modelle der Item-Response-Theorie (IRT) das "Mittel der Wahl" für die Modellierung von […]
Hartig, Johannes; Frey, Andreas
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2013
33797 Endnote
Author(s):
Hartig, Johannes; Frey, Andreas
Title:
Sind Modelle der Item-Response-Theorie (IRT) das "Mittel der Wahl" für die Modellierung von Kompetenzen?
In:
Zeitschrift für Erziehungswissenschaft, 16 (2013) 1, S. 47-51
DOI:
10.1007/s11618-013-0386-0
URL:
http://link.springer.com/article/10.1007%2Fs11618-013-0386-0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Item-Response-Theory; Kompetenz; Messung; Methode; Modellierung; Psychometrie; Skalierung; Testauswertung
Abstract:
Modelle der Item-Response-Theorie (IRT) gehören zur großen Gruppe von statistischen Analysemodellen mit latenten Variablen. Sie kommen bei der Auswertung standardisierter Tests zur Messung von Kompetenzen zunehmend zum Einsatz. Der vorliegende Beitrag fasst die spezifischen Vorteile von IRT-basierten Auswertungen gegenüber traditionellen Methoden sowie gegenüber anderen Modellen mit latenten Variablen (z. B. Strukturgleichungsmodellen) zusammen.
Abstract (english):
Item response theory (IRT) models can be subsumed under the larger class of statistical models with latent variables. IRT models are increasingly used for the scaling of the responses derived from standardized assessments of competencies. The paper summarizes the strengths of IRT in contrast to more traditional techniques as well as in contrast to alternative models with latent variables (e. g. structural equation modeling). Subsequently, specific limitations of IRT and cases where other methods might be preferable are lined out.
Special topic. Current issues in educational and psychological measurement. Design, calibration, […]
Kröhne, Ulf; Frey, Andreas
Journal Article
| In: Psychological Test and Assessment Modelling | 2013
34195 Endnote
Author(s):
Kröhne, Ulf; Frey, Andreas
Title:
Special topic. Current issues in educational and psychological measurement. Design, calibration, and adaptive testing (Part 2). Guest Editorial
In:
Psychological Test and Assessment Modelling, 55 (2013) 1, S. 79-80
URL:
http://www.psychologie-aktuell.com/fileadmin/download/ptam/1-2013_20130326/04_Kr%F6hne.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Adaptives Testen; Einführung; Itembank; Psychometrie; Schülerleistungstest; Testtheorie
DIPF-Departments:
Bildungsqualität und Evaluation
Klassische Testtheorie
Mildner, Dorothea
Book Chapter
| Aus: Wirtz, Markus Antonius (Hrsg.): Dorsch - Lexikon der Psychologie | Bern: Huber | 2013
33695 Endnote
Author(s):
Mildner, Dorothea
Title:
Klassische Testtheorie
In:
Wirtz, Markus Antonius (Hrsg.): Dorsch - Lexikon der Psychologie, Bern: Huber, 2013 , S. 830-832
Publication Type:
4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Language:
Deutsch
Keywords:
Begriff; Definition; Item-Response-Theory; Psychometrie; Reliabilität; Testtheorie
Abstract:
Stichwortbeitrag
Abstract (english):
keyword
DIPF-Departments:
Bildungsqualität und Evaluation
An application of explanatory item response modeling for model-based proficiency scaling
Hartig, Johannes; Frey, Adreas; Nold, Günter; Klieme, Eckhard
Journal Article
| In: Educational and Psychological Measurement | 2012
32383 Endnote
Author(s):
Hartig, Johannes; Frey, Adreas; Nold, Günter; Klieme, Eckhard
Title:
An application of explanatory item response modeling for model-based proficiency scaling
In:
Educational and Psychological Measurement, 72 (2012) 4, S. 665-686
DOI:
10.1177/0013164411430707
URL:
http://dx.doi.org/10.1177/0013164411430707
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Empirische Forschung; Englisch als Zweitsprache; Item-Response-Theory; Leistungsmessung; Leseverstehen; Messverfahren; Methode; Modell; Psychometrie; Rasch-Modell; Schülerleistung; Test; Vergleich
Abstract (english):
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-Departments:
Bildungsqualität und Evaluation
How does attention relate to the ability-specific and position-specific components of reasoning […]
Ren, Xuezhu; Goldhammer, Frank; Moosbrugger, Helfried; Schweizer, Karl
Journal Article
| In: Learning and Individual Differences | 2012
32145 Endnote
Author(s):
Ren, Xuezhu; Goldhammer, Frank; Moosbrugger, Helfried; Schweizer, Karl
Title:
How does attention relate to the ability-specific and position-specific components of reasoning measured by APM?
In:
Learning and Individual Differences, 22 (2012) 1, S. 1-7
DOI:
10.1016/j.lindif.2011.09.009
URL:
http://dx.doi.org/10.1016/j.lindif.2011.09.009
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Aufmerksamkeit; Empirische Untersuchung; Kognitionspsychologie; Kognitive Kompetenz; Kognitive Prozesse; Korrelation; Logik; Messverfahren; Psychometrie; Statistische Analyse; Student; Test; Wirkung
Abstract (english):
The aim of the present study was to clarify the nature of the ability-specific and position-specific components of Raven's Advanced Progressive Matrices (APM) by relating them to a number of types of attention. The ability-specific component represents the constant part of cognitive performance whereas the position-specific component reflects the changes in processing of reasoning items as a result of the changing item position. A special model denoted fixed-links model was used to decompose the data of APM into independent components. Both components were related to two higher-order units of attention, perceptual attention and executive attention, which were derived from the various types of attention. In a sample of 226 participants the position-specific component of APM showed a substantially higher link with executive attention than with perceptual attention whereas the ability-specific component only showed a moderate link with perceptual attention.
DIPF-Departments:
Bildungsqualität und Evaluation
Prozessbezogene Diagnostik von Lesefähigkeiten bei Grundschulkindern
Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Kutzner, Yvonne
Journal Article
| In: Zeitschrift für Pädagogische Psychologie | 2012
33045 Endnote
Author(s):
Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Kutzner, Yvonne
Title:
Prozessbezogene Diagnostik von Lesefähigkeiten bei Grundschulkindern
In:
Zeitschrift für Pädagogische Psychologie, 26 (2012) 4, S. 313-331
DOI:
10.1024/1010-0652/a000079
URL:
https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000079
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Computerunterstütztes Verfahren; Diagnostik; Diagnostischer Test; Empirische Untersuchung; Frankfurt a.M.; Grundschule; Grundschulkind; Kognitionspsychologie; Kognitive Prozesse; Köln; Lesefertigkeit; Leseverstehen; Messverfahren; Psychometrie; Querschnittuntersuchung; Schuljahr 01; Schuljahr 02; Schuljahr 03; Schuljahr 04; Unterschied; Validität
Abstract:
Aus kognitionspsychologischer Perspektive beruhen Lesefähigkeiten auf der effizienten Bewältigung von Teilprozessen des Leseverstehens auf Wort-, Satz- und Textebene. In diesem Beitrag stellen wir mit ProDi-L ein neuartiges computergestütztes Diagnostikum vor, das durch die kombinierte Erfassung von Antwortrichtigkeit und Reaktionszeit als Indikatoren für die Zuverlässigkeit und Effizienz einzelner Teilprozesse eine differenzierte prozessbezogene Diagnostik des Leseverstehens bei Grundschulkindern ermöglichen soll. Mittels sechs Subtests sollen zusammenhängende, aber psychometrisch klar trennbare Teilfähigkeiten des Leseverstehens erfasst werden. In einer Querschnittsuntersuchung an 536 Kindern der Klassenstufen 1-4 konnten dieser Annahme entsprechend Belege für die faktorielle Validität von ProDi-L erbracht werden. Die Zusammenhänge der Testwerte von ProDi-L mit kriterialen Lesefähigkeitsmaßen (gemessen mit ELFE 1-6), Lehrerurteilen und sprachfreien Intelligenzmaßen (diskriminante Validität) sprechen außerdem für die Konstrukt- und Kriteriumsvalidität des Instruments.
Abstract (english):
From a cognitive perspective, reading skills depend on efficient component processes of reading comprehension on the word, sentence and text level. In this article, we present the novel computer-based instrument ProDi-L, which uses both accuracy and reaction time as indicators of reliability and efficiency of each component process, thereby allowing for a differentiated and process-oriented assessment of reading comprehension in primary school children. Six subtests were developed to assess related but psychometrically clearly distinguishable component processes. In line with this assumption, a cross-sectional study with 536 children of grades 1-4 confirmed the factorial validity of ProDi-L. Correlations of ProDi-L scores with external measures of reading comprehension (assessed with ELFE 1-6), teacher ratings, and non-verbal intelligence scores also confirmed construct, convergent, and discriminant validity.
DIPF-Departments:
Bildungsqualität und Evaluation
Health is health is health? Age differences in intraindividual variability and in within-person […]
Wolff, Julia K.; Brose, Annette; Lövdén, Martin; Tesch-Römer, Clemens; Lindenberger, Ulman; […]
Journal Article
| In: Psychology and Aging | 2012
33308 Endnote
Author(s):
Wolff, Julia K.; Brose, Annette; Lövdén, Martin; Tesch-Römer, Clemens; Lindenberger, Ulman; Schmiedek, Florian
Title:
Health is health is health? Age differences in intraindividual variability and in within-person versus between-person factor structures of self-reported health complaints
In:
Psychology and Aging, 27 (2012) 4, S. 881-891
DOI:
10.1037/a0029125
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter; Altern; Befragung; Faktorenanalyse; Gesundheit; Gesundheitsschaden; Junger Erwachsener; Messung; Psychometrie; Senior; Subjektivität; Vergleich; Wohlbefinden
Abstract:
The variability of health complaints within individuals across time has rarely been studied, and the question whether between- and within-person factor structures of health-related variables are equivalent has not been tested so far. We examined self-reported health complaints in 101 younger (20-31 years) and 103 older adults (65-80 years) over a period of 100 daily assessments. Data were analyzed with confirmatory two-level factor analysis. One-factor structures of health complaints provided an acceptable fit at the between- and average within-person levels in both age groups, supporting the assumption of equivalent average within- and between-person factor structures for health complaints. Age differences in loading patterns indicated that subjective health may be experienced differently by younger and older adults. Small age differences in mean levels of health symptoms were observed. Intraindividual variability in health complaints was reliable. Older adults fluctuated less from day to day than younger adults, presumably reflecting less fluctuation in objective health, differences in response styles, situational influences, or habituation processes. We conclude that future research should consider intraindividual variability as being descriptive of a person's health status, and take possible differences between within- and between-person factor structures of subjective health into account.
DIPF-Departments:
Bildung und Entwicklung
Processing speed
Dirk, Judith; Schmiedek, Florian
Book Chapter
| Aus: Krauss Whitbourne, Susan; Sliwinski, Martin (Hrsg.): The Wiley-Blackwell handbook of adulthood and aging | Hoboken: Wiley-Blackwell | 2012
32556 Endnote
Author(s):
Dirk, Judith; Schmiedek, Florian
Title:
Processing speed
In:
Krauss Whitbourne, Susan; Sliwinski, Martin (Hrsg.): The Wiley-Blackwell handbook of adulthood and aging, Hoboken: Wiley-Blackwell, 2012 , S. 135-153
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter; Altern; Arbeitsgedächtnis; Differenzierung; Gedächtnis; Individualität; Kognitive Entwicklung; Kognitive Kompetenz; Kognitive Prozesse; Leistungsfähigkeit; Methode; Modell; Psychometrie; Senior
Abstract (english):
The authors present and discuss theoretical approaches that treat cognitive slowing itself as an explanatory construct for age-related declines in other cognitive abilities, like fluid intelligence. These attempts will be criticized for three major reasons: (a) processing speed not being a unitary construct, (b) cognitive slowing not being a homogenous phenomenon, and (c) methodological issues with statistical approaches to establish the causal role of processing speed for the aging of other cognitive abilities. The authors continue by introducing age differences in intraindividual variability in RT's, or more generally shapes of RT distributions, as additional aspects beyond mean RT's to be accounted for by theories of cognitive slowing, and show how an approach based on models from mathematical psychology, the diffusion model […], can be used to express individual and age differences in terms of meaningful processing parameters. The authors close with reviewing theoretical approaches to explain the neurobiological changes underlying cognitive slowing and attempts to improve processing speed with practice and training.
DIPF-Departments:
Bildung und Entwicklung
Psychometrische Qualität eines Online-Erhebungsinstruments zur Erfassung studienrelevanter […]
Michaelis, Lilith; Mildner, Dorothea; Rohrmann, Sonja; Therre, Katharina; Reiß, Siegbert
Book Chapter
| Aus: Krämer, Michael; Dutke, Stephan; Barenberg, Jonathan (Hrsg.): Psychologiedidaktik und Evaluation IX | Aachen: Shaker-Verlag | 2012
33369 Endnote
Author(s):
Michaelis, Lilith; Mildner, Dorothea; Rohrmann, Sonja; Therre, Katharina; Reiß, Siegbert
Title:
Psychometrische Qualität eines Online-Erhebungsinstruments zur Erfassung studienrelevanter Interessen
In:
Krämer, Michael; Dutke, Stephan; Barenberg, Jonathan (Hrsg.): Psychologiedidaktik und Evaluation IX, Aachen: Shaker-Verlag, 2012 (Berichte aus der Psychologie), S. 423-432
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Fragebogen; Frankfurt a.M.; Interesse; Messung; Orientierung; Psychometrie; Studienfach; Studienwahl; Validität
Abstract:
Falsche Erwartungen an ein Studienfach, fehlende Studienmotivation und fehlendes Fachinteresse werden als Hauptgründe für Studienabbrüche genannt. Studien (u. a. Schiefele et al., 1993) konnten zeigen, dass Studieninteresse signifikant mit Studienerfolg korreliert. In Anlehnung an den von Schiefele et al. (1993) entwickelten Fragebogen zum Studieninteresse (FSI) wurden fachspezifische Interessenitems in dem Fragebogen zur Studienorientierung (STORI) zusammengefasst. Gemeinsam mit Instrumenten zur Erfassung des allgemeinen Studieninteresses, der Studienzufriedenheit und des Engagements im Studium wurde der STORI in einer ersten Validierung Studierenden aus ausgewählten Fachbereichen (N = 643) der Goethe-Universität Frankfurt vorgelegt. Die Analysen zeigen eine zufriedenstellende psychometrische wie auch inhaltliche Validität des STORI.
DIPF-Departments:
Bildungsqualität und Evaluation
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