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Author(s): Frey, Andreas; Spoden, Christian; Goldhammer, Frank; Wenzel, S. Franziska C.
Title: Response time-based treatment of omitted responses in computer-based testing
In: Behaviormetrika, 45 (2018) 2, S. 505-526
DOI: 10.1007/s41237-018-0073-9
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Methode; Technologiebasiertes Testen; Antwort; Dauer; Verhalten; Item-Response-Theory; Fehlende Daten; Datenanalyse; Testaufgabe; Typologie; Medienkompetenz; Schülerleistungstest; Testauswertung
Abstract: A new response time-based method for coding omitted item responses in computer-based testing is introduced and illustrated with empirical data. The new method is derived from the theory of missing data problems of Rubin and colleagues and embedded in an item response theory framework. Its basic idea is using item response times to statistically test for each individual item whether omitted responses are missing completely at random (MCAR) or missing due to a lack of ability and, thus, not at random (MNAR) with fixed type-1 and type-2 error levels. If the MCAR hypothesis is maintained, omitted responses are coded as not administered (NA), and as incorrect (0) otherwise. The empirical illustration draws from the responses given by N = 766 students to 70 items of a computer-based ICT skills test. The new method is compared with the two common deterministic methods of scoring omitted responses as 0 or as NA. In result, response time thresholds from 18 to 58 s were identified. With 61%, more omitted responses were recoded into 0 than into NA (39%). The differences in difficulty were larger when the new method was compared to deterministically scoring omitted responses as NA compared to scoring omitted responses as 0. The variances and reliabilities obtained under the three methods showed small differences. The paper concludes with a discussion of the practical relevance of the observed effect sizes, and with recommendations for the practical use of the new method as a method to be applied in the early stage of data processing. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Galeano Weber, Elena M.; Dirk, Judith; Schmiedek, Florian
Title: Variability in the precision of children's spatial working memory
In: Journal of Intelligence, 6 (2018) 1, S. 8
DOI: 10.3390/jintelligence6010008
URL: http://www.mdpi.com/2079-3200/6/1/8
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Arbeitsgedächtnis; Raumvorstellung; Leistung; Kognitive Entwicklung; Aufgabe; Smartphone; Schuljahr 03; Schuljahr 04; Datenanalyse; Empirische Untersuchung; Frankfurt a.M.
Abstract (english): Cognitive modeling studies in adults have established that visual working memory (WM) capacity depends on the representational precision, as well as its variability from moment to moment. By contrast, visuospatial WM performance in children has been typically indexed by response accuracy-a binary measure that provides less information about precision with which items are stored. Here, we aimed at identifying whether and how children's WM performance depends on the spatial precision and its variability over time in real-world contexts. Using smartphones, 110 Grade 3 and Grade 4 students performed a spatial WM updating task three times a day in school and at home for four weeks. Measures of spatial precision (i.e. Euclidean distance between presented and reported location) were used for hierarchical modeling to estimate variability of spatial precision across different time scales. Results demonstrated considerable within-person variability in spatial precision across items within trials, from trial to trial and from occasion to occasion within days and from day to day. In particular, item-to-item variability was systematically increased with memory load and lowered with higher grade. Further, children with higher precision variability across items scored lower in measures of fluid intelligence. These findings emphasize the important role of transient changes in spatial precision for the development of WM. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Hamaker, Ellen L.; Asparouhov, Tihomir; Brose, Annette; Schmiedek, Florian; Muthén, Bengt
Title: At the frontiers of modeling intensive longitudinal data. Dynamic structural equation models for the affective measurements from the COGITO study
In: Multivariate Behavioral Research, 53 (2018) 6, S. 820-841
DOI: 10.1080/00273171.2018.1446819
URL: https://www.tandfonline.com/doi/full/10.1080/00273171.2018.1446819
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Längsschnittuntersuchung; Daten; Modellierung; Mehrebenenanalyse; Strukturgleichungsmodell; Zeitreihenanalyse; Datenanalyse;
Abstract: With the growing popularity of intensive longitudinal research, the modeling techniques and software options for such data are also expanding rapidly. Here we use dynamic multilevel modeling, as it is incorporated in the new dynamic structural equation modeling (DSEM) toolbox in Mplus, to analyze the affective data from the COGITO study. These data consist of two samples of over 100 individuals each who were measured for about 100 days. We use composite scores of positive and negative affect and apply a multilevel vector autoregressive model to allow for individual differences in means, autoregressions, and cross-lagged effects. Then we extend the model to include random residual variances and covariance, and finally we investigate whether prior depression affects later depression scores through the random effects of the daily diary measures. We end with discussing several urgent-but mostly unresolved-issues in the area of dynamic multilevel modeling. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Hochweber, Jan; Vieluf, Svenja
Title: Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality
In: Journal of Educational Research, 111 (2018) 3, S. 268-283
DOI: 10.1080/00220671.2016.1253536
URN: urn:nbn:de:0111-pedocs-170406
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170406
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Datenanlyse; Deutschland; Freude; Geschlechtsspezifischer Unterschied; Lesefertigkeit; Lesen; Mehrebenenanalyse; Motivation; Qualität; Schüler; Schuljahr 09; Sekundäranalyse; Sekundarstufe I; Unterricht; Wahrnehmung
Abstract (english): The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Schuchardt, Kirsten; Grube, Dietmar; Hasselhorn, Marcus; Büttner, Gerhard
Title: Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties
In: International Journal of Disability, Development and Education, 65 (2018) 5, S. 509-525
DOI: 10.1080/1034912X.2017.1419555
URN: urn:nbn:de:0111-pedocs-167551
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-167551
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Datenanalyse; Empirische Untersuchung; Deutschland; Kind; Lernschwierigkeit; Rechenschwierigkeit; Arbeitsgedächtnis; Entwicklung; Test; Computerunterstütztes Verfahren; Regelschule; Schuljahr 03; Schuljahr 04; Schuljahr 05; Längsschnittuntersuchung
Abstract (english): Based on the finding that children with mathematical learning difficulties (MLD) have deficits in working memory (WM), the question arises as to whether these children differ from typical learners only in the level or also in the developmental trajectories of WM functioning. To this end, the WM of 80 children with MLD and 71 typical learners was assessed longitudinally from third to fifth grade. Typical learners outperformed children with MLD in the phonological, visuospatial and central executive WM functioning in third grade. Latent change analyses indicated that both phonological and central executive WM functioning developed in a parallel pattern in children with MLD and in typical learners. In contrast, visuospatial WM functioning revealed a different development in children with and without MLD since the gap between both groups decreased over time. Overall, despite starting at a lower level, the WM functioning in children with MLD did not develop more slowly. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Kroehne, Ulf; Goldhammer, Frank
Title: How to conceptualize, represent, and analyze log data from technology-based assessments? A generic framework and an application to questionnaire items
In: Behaviormetrika, 45 (2018) 2, S. 527-563
DOI: 10.1007/s41237-018-0063-y
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Bildungsforschung; Empirische Forschung; Logdatei; Datenanalyse; Technologiebasiertes Testen; PISA <Programme for International Student Assessment>; Fragebogen; Konzeption; Testkonstruktion; Daten; Typologie; Hardware; Antwort; Verhalten; Dauer; Interaktion; Mensch-Maschine-Kommunikation; Indikator
Abstract: Log data from educational assessments attract more and more attention and large-scale assessment programs have started providing log data as scientific use files. Such data generated as a by-product of computer-assisted data collection has been known as paradata in survey research. In this paper, we integrate log data from educational assessments into a taxonomy of paradata. To provide a generic framework for the analysis of log data, finite state machines are suggested. Beyond its computational value, the specific benefit of using finite state machines is achieved by separating platform-specific log events from the definition of indicators by states. Specifically, states represent filtered log data given a theoretical process model, and therefore, encode the information of log files selectively. The approach is empirically illustrated using log data of the context questionnaires of the Programme for International Student Assessment (PISA). We extracted item-level response time components from questionnaire items that were administered as item batteries with multiple questions on one screen and related them to the item responses. Finally, the taxonomy and the finite state machine approach are discussed with respect to the definition of complete log data, the verification of log data and the reproducibility of log data analyses. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Petersen, Juliana J.; Hartig, Johannes; Paulitsch, Michael A.; Pagitz, Manuel; Mergenthal, Karola; Rauck, Sandra; Reif, Andreas; Gerlach, Ferdinand M.; Gensichen, Jochen
Title: Classes of depression symptom trajectories in patients with major depression receiving a collaborative care intervention
In: PLoS ONE, 13 (2018) 9, S. e0202245
DOI: 10.1371/journal.pone.0202245
URN: urn:nbn:de:0111-dipfdocs-166924
URL: http://www.dipfdocs.de/volltexte/2020/16692/pdf/plos_one_2018_9_Petersen_et_al_Classes_of_depression_symptom_trajectories_A.pdf.0202245
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Psychisch Kranker; Depression; Entwicklung; Therapie; Intervention; Kooperation; Selbsteinschätzung; Fragebogen; Datenanalyse; Regressionsanalyse; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract (english): Purpose Collaborative care is effective in improving symptoms of patients with depression. The aims of this study were to characterize symptom trajectories in patients with major depression during one year of collaborative care and to explore associations between baseline characteristics and symptom trajectories. Methods We conducted a cluster-randomized controlled trial in primary care. The collaborative care intervention comprised case management and behavioral activation. We used the Patient Health Questionnaire-9 (PHQ-9) to assess symptom severity as the primary outcome. Statistical analyses comprised latent growth mixture modeling and a hierarchical binary logistic regression model. Results We included 74 practices and 626 patients (310 intervention and 316 control recipients) at baseline. Based on a minimum of 12 measurement points for each intervention recipient, we identified two latent trajectories, which we labeled 'fast improvers' (60.5%) and 'slow improvers' (39.5%). At all measurements after baseline, 'fast improvers' presented higher PHQ mean values than 'slow improvers'. At baseline, 'fast improvers' presented fewer physical conditions, higher health-related quality of life, and had made fewer suicide attempts in their history. Conclusions A notable proportion of 39.5% of patients improved only 'slowly' and probably needed more intense treatment. The third follow-up in month two could well be a sensible time to adjust treatment to support 'slow improvers'. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Sieverding, Monika; Eib, Constanze; Neubauer, Andreas B.; Stahl, Thomas
Title: Can lifestyle preferences help explain the persistent gender gap in academia? The "mothers work less" hypothesis supported for German but not for U.S. early career researchers
In: PLoS ONE, 13 (2018) 8, S. e0202728
DOI: 10.1371/journal.pone.0202728
URL: http://www.journals.plos.org/plosone/article?id=10.1371/journal.pone.0202728
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Wissenschaftler; Forscher; Doktorgrad; Geschlechtsspezifischer Unterschied; Mutter; Eltern; Lebensstil; Arbeitszeit; Einflussfaktor; Universität; Befragung; Online; Datenanalyse; Vergleichsuntersuchung; Deutschland; USA
Abstract: Do lifestyle preferences contribute to the remaining gender gap in higher positions in academia with highly qualified women-especially those with children-deliberately working fewer hours than men do? We tested the "mothers work less" hypothesis in two samples of early career researchers employed at universities in Germany (N = 202) and in the US (N = 197). Early career researchers in the US worked on average 6.3 hours more per week than researchers in Germany. In Germany, female early career researchers with children had drastically reduced work hours (around 8 hours per week) compared to male researchers with children and compared to female researchers without children, whereas we found no such effect for U.S. researchers. In addition, we asked how long respondents would ideally want to work (ideal work hours), and results revealed similar effects for ideal work hours. Results support the "mothers work less" hypothesis for German but not for U.S. early career researchers. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Gerecht, Marius; Kminek, Helge
Title: Wie offen können und dürfen Forschungsdaten sein?
In: Erziehungswissenschaft, (2018) 57, S. 29-36
DOI: 10.3224/ezw.v29i2.04
URN: urn:nbn:de:0111-pedocs-161674
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-161674
Publication Type: 3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Language: Deutsch
Keywords: Daten; Empirische Forschung; Bildungsforschung; Open Access; Infrastruktur; Kooperation; Zugang; Deutschland
Abstract: Die Offenheit von Forschungsdaten ist[...] nicht nur eine forschungsethische, sondern auch eine juristische Angelegenheit sowie eine Frage des Datenmanagements im Vorlauf und im Nachgang der Erhebnung. Um einen fairen Zugang zu den Daten zu fördern, ist ein geregeltes und transparentes Verfahren des Zugriffs auf Forschungsdaten unverzichtbar. Forschungsbefunde zum Nachnutzungsverhalten von Forschenden zeigen, dass die wahrgenommene Nützlichkeit [...] ein entscheidender Faktor für die Entscheidung einer Sekundärnutzung von Daten ist (Kim/Yoon 2017). Darüber hinaus spielen Möglichkeiten zur Beantragung zusätzlicher Ressourcen und die Unterstützung sowie die Verfügbarkeit einer Dateninfrastruktur in Form von Forschungsdatenzentren eine wichtige Rolle bei der Entscheidung für eine Datennachnutzung (vgl. Fear/Donaldson 2012; Yakel et al. 2013). Nachdem diese Vorgaben aus der Forschung nun von den Infrastrukturangeboten umgesetzt und implementiert worden sind, setzt langsam ein Umdenken gegenüber Sekundäranalysen in der empirischen Bildungsforschung ein. Dies [...] ist auch eine Folge der praktizierten Sensibilität im Hinblick auf die juristischen und forschungsethischen Fragen. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung