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(Schlagwörter: "Item-Response-Theory")
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Multidimensional IRT models for the assessment of competences
Hartig, Johannes; Höhler, Jana
Journal Article
| In: Studies in Educational Evaluation | 2009
7762 Endnote
Author(s):
Hartig, Johannes; Höhler, Jana
Title:
Multidimensional IRT models for the assessment of competences
In:
Studies in Educational Evaluation, 35 (2009) 2/3, S. 57-63
DOI:
10.1016/j.stueduc.2009.10.002
URL:
http://dx.doi.org/10.1016/j.stueduc.2009.10.002
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Item-Response-Theory; Modell; Kompetenz; Fertigkeit; Leistungsmessung; Anwendungsbeispiel
Abstract (english):
Multidimensional item response theory (MIRT) provides an ideal foundation for modeling performance in complex domains, taking into account multiple basic abilities simultaneously, and representing different mixtures of the abilities required for different test items. This article provides a brief overview of different MIRT models, and the substantive implications of their differences for educational assessment. To illustrate the flexibility and benefits ofMIRT, three application scenarios are described: to account for unintended multidimensionality when measuring a unidimensional construct, to model latent covariance structures between ability dimensions, and to model interactionsof multiple abilities required for solving specific test items. All of these scenarios are illustrated by empirical examples. Finally, the implications of using MIRT models on educational processes are discussed.(DIPF/Autor)
DIPF-Departments:
Bildungsqualität und Evaluation
Messung der Kompetenzen von Lehrpersonen mit Modellen der Item-Respone-Theorie
Hartig, Johannes
Book Chapter
| Aus: Zlatkin-Troitschanskaia, Olga; Beck, Klaus; Sembill, Detlef; Nickolaus, Reinhold; Mulder, Regina (Hrsg.): Lehrprofessionalität | Weinheim: Beltz | 2009
8132 Endnote
Author(s):
Hartig, Johannes
Title:
Messung der Kompetenzen von Lehrpersonen mit Modellen der Item-Respone-Theorie
In:
Zlatkin-Troitschanskaia, Olga; Beck, Klaus; Sembill, Detlef; Nickolaus, Reinhold; Mulder, Regina (Hrsg.): Lehrprofessionalität, Weinheim: Beltz, 2009 (Beltz Bibliothek), S. 295-310
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Methodologie; Item-Response-Theory; Datenanalyse; Modell; Skalierung; Kompetenz; Lehrer; Professionalität; Methodik; Messverfahren; Messung; Methode
Abstract:
Modelle der Item-Response-Theorie (IRT) dienen dazu, von Antworten auf Testitems auf zugrunde liegende Merkmale zu schließen. Im Beitrag werden die Grundlagen von IRT-Modellen sowie ihre Anwendung in der Messung von Kompetenzen von Lehrpersonen dargestellt. Die Methodik wird veranschaulicht, indem verschiedene IRT-Modelle beschrieben und an Beispielen illustriert werden. Zusätzlich wird die IRT-basierte kriterienorientierte Skaleninterpretation behandelt. (DIPF/Orig. )
DIPF-Departments:
Bildungsqualität und Evaluation
Assessment of competencies in educational contexts
Hartig, Johannes; Klieme, Eckhard; Leutner, Detlev (Hrsg.)
Compilation Book
| Göttingen: Hogrefe | 2008
7695 Endnote
Editor(s)
Hartig, Johannes; Klieme, Eckhard; Leutner, Detlev
Title:
Assessment of competencies in educational contexts
Published:
Göttingen: Hogrefe, 2008
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Kompetenz; Bildungsforschung; Leistungsmessung; Kognitive Fähigkeit; Testtheorie; Item-Response-Theory; Psychometrie; Diagnostischer Test; Test; Methodologie; Technologiebasiertes Testen; Fernunterricht; Bildungsmonitoring; Leistungstest; Vergleichsuntersuchung; Feedback; Bildungsstandard; Deutschland; Österreich; Schweiz
Abstract (english):
This book covers current theoretical, psychometric, and practical issues related to the assessment of competencies in educational and vocational settings. Leading researchers from around the world contribute their expertise from different research fields. The book provides theoretical perspectives on the concept of competencies in educational and vocational contexts, as well as on developmental models. It deals with item writing and psychometric models forassessing and explaining competencies, and addresses practical issues such as test construction, computer-based assessment, and the implementation of assessment tools. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Representation of competencies in multidimensional IRT models with within-item and between-item […]
Hartig, Johannes; Höhler, Jana
Journal Article
| In: Zeitschrift für Psychologie | 2008
7623 Endnote
Author(s):
Hartig, Johannes; Höhler, Jana
Title:
Representation of competencies in multidimensional IRT models with within-item and between-item multidimensionality
In:
Zeitschrift für Psychologie, 216 (2008) 2, S. 89-101
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Item-Response-Theory; Modell; DESI-Studie; Kompetenz; Fertigkeit; Englisch als Fremdsprache; Leseverstehen; Hörverstehen; Datenanalyse
Abstract (english):
Multidimensional item response theory (MIRT) holds considerable promise for the development of psychometric models of competence. It provides an ideal foundation for modeling performance in complex domains, simultaneously taking into account multiple basic abilities. The aim of this paper is to illustrate the relations between a two- dimensional IRT model with between-item multidimensionality and a nested-factor model with within-item multidimensionality, and the different substantive meanings of the ability dimensions in the two models. Both models are applied to empirical data from a large-scale assessment of reading and listening comprehension in a foreign language. In the between-item model, performance in the reading and listening items is modeled by two separate dimensions. In the within-item model, one dimension represents the abilities common to both tests, and a second dimension represents abilities specific to listening comprehension. Distinct relations of external variables, such as gender and cognitive abilities, with ability scores demonstrate that the alternative models have substantively different implications. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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