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Vertiefende Analysen zur Umstellung des Modus von Papier auf Computer
Goldhammer, Frank; Harrison, Scott; Bürger, Sarah; Kroehne, Ulf; Lüdtke, Oliver; […]
Book Chapter
| Aus: Reiss, Kristina; Weis, Mirjam; Klieme, Eckhard; Köller, Olaf (Hrsg.): PISA 2018: Grundbildung im internationalen Vergleich | Münster: Waxmann | 2019
39806 Endnote
Author(s):
Goldhammer, Frank; Harrison, Scott; Bürger, Sarah; Kroehne, Ulf; Lüdtke, Oliver; Robitzsch, Alexander; Köller, Olaf; Heine, Jörg-Henrik; Mang, Julia
Title:
Vertiefende Analysen zur Umstellung des Modus von Papier auf Computer
In:
Reiss, Kristina; Weis, Mirjam; Klieme, Eckhard; Köller, Olaf (Hrsg.): PISA 2018: Grundbildung im internationalen Vergleich, Münster: Waxmann, 2019 , S. 163-186
URL:
https://www.pisa.tum.de/fileadmin/w00bgi/www/Berichtsbaende_und_Zusammenfassungungen/PISA_2018_Berichtsband_online_29.11.pdf#page=163
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
PISA <Programme for International Student Assessment>; Papier-Bleistift-Test; Technologiebasiertes Testen; Veränderung; Methode; Wirkung; Computerunterstütztes Verfahren; Testaufgabe; Antwort; Schwierigkeit; Lesen; Mathematik; Naturwissenschaften; Testkonstruktion; Testdurchführung; Korrelation; Vergleich; Deutschland
Abstract:
In PISA 2015 wurde der Erhebungsmodus von Papier zu Computer umgestellt. Eine nationale Ergänzungsstudie im Rahmen von PISA 2018 hatte entsprechend das Ziel, vertiefende Analysen zu möglichen Unterschieden papierbasierter und computerbasierter Messungen durchzuführen. Im Fokus standen die Vergleichbarkeit des gemessenen Konstrukts und der einzelnen Aufgaben (Items), beispielsweise hinsichtlich ihrer Schwierigkeit. Darüber hinaus wurden die Auswirkungen des Moduswechsels auf die Vergleichbarkeit mit den Ergebnissen früherer PISA-Erhebungen in Deutschland untersucht. Als empirische Basis wurden Daten aus dem PISA-2015-Feldtest genutzt sowie Daten, die im Rahmen der nationalen PISA-Haupterhebung 2018 an einem zweiten Testtag mit papierbasierten Testheften aus PISA 2009 zusätzlich erhoben wurden. Erste Ergebnisse der Ergänzungsstudie liefern Belege für die Konstruktäquivalenz zwischen papier- und computerbasierten Messungen. Zudem weisen die Daten der Ergänzungsstudie darauf hin, dass die computerbasierten Items im Mittel etwas schwieriger sind als die papierbasierten Items. Hinsichtlich der Veränderungen zwischen 2015 und 2018 zeigt sich eine hohe Übereinstimmung von international berichtetem (originalem) und nationalem (marginalem) Trend. Die Veränderungen zwischen 2009 und 2018 fallen für den nationalen Trend, der allein auf papierbasierten Messungen beruht, insgesamt etwas günstiger aus als für den originalen Trend. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Adaptive item selection under matroid constraints
Bengs, Daniel; Brefeld, Ulf; Kröhne, Ulf
Journal Article
| In: Journal of Computerized Adaptive Testing | 2018
38642 Endnote
Author(s):
Bengs, Daniel; Brefeld, Ulf; Kröhne, Ulf
Title:
Adaptive item selection under matroid constraints
In:
Journal of Computerized Adaptive Testing, 6 (2018) 2, S. 15-36
DOI:
10.7333/1808-0602015
URN:
urn:nbn:de:0111-dipfdocs-166953
URL:
http://www.dipfdocs.de/volltexte/2020/16695/pdf/JCAT_2018_2_Bengs_Brefeld_Kroehne_Adaptive_item_selection_under_matroid_constraints_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Adaptives Testen; Algorithmus; Computerunterstütztes Verfahren; Itembank; Messverfahren; Technologiebasiertes Testen; Testkonstruktion
Abstract (english):
The shadow testing approach (STA; van der Linden & Reese, 1998) is considered the state of the art in constrained item selection for computerized adaptive tests. The present paper shows that certain types of constraints (e.g., bounds on categorical item attributes) induce a matroid on the item bank. This observation is used to devise item selection algorithms that are based on matroid optimization and lead to optimal tests, as the STA does. In particular, a single matroid constraint can be treated optimally by an efficient greedy algorithm that selects the most informative item preserving the integrity of the constraints. A simulation study shows that for applicable constraints, the optimal algorithms realize a decrease in standard error (SE) corresponding to a reduction in test length of up to 10% compared to the maximum priority index (Cheng & Chang, 2009) and up to 30% compared to Kingsbury and Zara's (1991) constrained computerized adaptive testing.
DIPF-Departments:
Bildungsqualität und Evaluation
Response time-based treatment of omitted responses in computer-based testing
Frey, Andreas; Spoden, Christian; Goldhammer, Frank; Wenzel, S. Franziska C.
Journal Article
| In: Behaviormetrika | 2018
38894 Endnote
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
The role of reading skills in the evaluation of online information gathered from search engine […]
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Journal Article
| In: Computers in Human Behavior | 2018
37929 Endnote
Author(s):
Hahnel, Carolin; Goldhammer, Frank; Kröhne, Ulf; Naumann, Johannes
Title:
The role of reading skills in the evaluation of online information gathered from search engine environments
In:
Computers in Human Behavior, 78 (2018) , S. 223-234
DOI:
10.1016/j.chb.2017.10.004
URN:
urn:nbn:de:0111-dipfdocs-192242
URL:
http://www.dipfdocs.de/volltexte/2020/19224/pdf/CiHB_2018_Hahnel_et_al_The_role_of_reading_skills_in_the_evaluation_of_online_information_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bewertung; Deutschland; Digitale Medien; Einflussfaktor; Empirische Untersuchung; Hypertext; Information; Internet; Lesekompetenz; Leseverhalten; Online; Relevanz; Schüler; Sekundarbereich; Suchmaschine; Technologiebasiertes Testen
Abstract (english):
A critical evaluation of results to find useful information is essential when doing a web search. In this study, we investigated the evaluation skills of secondary school students, based on their behavior in selecting links from a search engine result page (SERP). To clarify the role of reading when evaluating online information, we assessed students' individual reading skills on word, sentence, and text level. Data from 416 15-year-old students participating in a computer based German add-on study to the Programme for International Student Assessment (PISA) in 2012 were investigated. Using generalized linear mixed models (GLMMs), it was found that reading skills affected the ability to evaluate online information. These effects were influenced by the distinctiveness of information in relevance and students' navigation to subsequent SERPs or websites. The results are interpreted to show that skilled readers are able to allocate their cognitive resources more efficiently than less skilled readers when evaluating online information. Implications are discussed in terms of underlying cognitive processes when making web search decisions. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
How to conceptualize, represent, and analyze log data from technology-based assessments? A generic […]
Kroehne, Ulf; Goldhammer, Frank
Journal Article
| In: Behaviormetrika | 2018
38895 Endnote
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
Understanding innovative pedagogies. Key themes to analyse new approaches to teaching and learning
Peterson, Amelia; Dumont, Hanna; Lafuente, Marc; Law, Nancy
Working Papers
| 2018
38585 Endnote
Author(s):
Peterson, Amelia; Dumont, Hanna; Lafuente, Marc; Law, Nancy
Title:
Understanding innovative pedagogies. Key themes to analyse new approaches to teaching and learning
Published:
Paris: OECD Publishing, 2018
DOI:
10.1787/19939019
URL:
https://www.oecd-ilibrary.org/education/understanding-innovative-pedagogies_9f843a6e-en
Publication Type:
5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language:
Englisch
Keywords:
Pädagogik; Innovation; Reform; Schule; Unterricht; Adaptiver Unterricht; Erziehungsziel; Veränderung; Netzwerk; Beispiel; Lernziel; Kompetenz; Mathematikunterricht; Fremdsprachenunterricht; Soziale Kompetenz; Informations- und Kommunikationstechnologie; Multimedia; Computerunterstütztes Lernen; Bildungssystem; Umsetzung
Abstract:
Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action. This framework moves beyond a fragmented focus on specific innovations. In doing so, it helps explain how innovative pedagogies may be developed, applied and scaled. Amelia Peterson's first contribution shows how fundamental purpose is to pedagogy, while Hanna Dumont's section explores adaptive teaching as a cross-cutting concept over a range of different pedagogical approaches. Then the paper moves to discuss the importance of understanding pedagogies as combinations, which Amelia Peterson defines as two layers: one combining discrete teaching practices and another that combines approaches to meet long-term educational goals. Marc Lafuente looks first at content domains (mathematics, non-native languages, and socio-emotional learning) and how they relate to pedagogies. He then contributes to the thinking on "new learners" and technology, as important context influencing pedagogical choices and implementation. The final section by Nancy Law is focused on change, through the particular prism of technology-enhanced pedagogical innovations. Her analysis moves towards a theory of change that takes account of the need for alignment at the different levels of the educational system. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Competence assessment in education. Research, models and instruments
Leutner, Detlev; Fleischer, Jens; Grünkorn, Juliane; Klieme, Eckhard (Hrsg.)
Compilation Book
| Cham: Springer | 2017
36882 Endnote
Editor(s)
Leutner, Detlev; Fleischer, Jens; Grünkorn, Juliane; Klieme, Eckhard
Title:
Competence assessment in education. Research, models and instruments
Published:
Cham: Springer, 2017 (Methodology of educational measurement and assessment)
DOI:
10.1007/978-3-319-50030-0
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bildungsforschung; Empirische Forschung; Deutschland; Österreich; Schweiz; Luxemburg; Diagnostik; Lernmittel; Bild; Text; Erwachsenenbildung; Berufsausbildung; Physik; Entscheidung; Nachhaltige Entwicklung; Metakognition; Sekundarstufe I; Problemlösen; Schülerleistung; Technologiebasiertes Testen; Psychometrie; Adaptives Testen; Feedback; Kompetenz; Bewertung; Schüler; Kompetenzerwerb; Modellierung; Primarbereich; Geografie; Literatur; Naturwissenschaftliche Kompetenz; Selbstgesteuertes Lernen; Lehrer; Berufliche Kompetenz; Lehrerausbildung; Pädagogik; Professionalität; Fachwissen; Schulwahl; Empfehlung
Abstract (english):
This book addresses challenges in the theoretically and empirically adequate assessment of competencies in educational settings. It presents the scientific projects of the priority program "Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes," which focused on competence assessment across disciplines in Germany. The six-year program coordinated 30 research projects involving experts from the fields of psychology, educational science, and subject-specific didactics. The main reference point for all projects is the concept of "competencies," which are defined as "context-specific cognitive dispositions that are acquired and needed to successfully cope with certain situations or tasks in specific domains" (Koeppen et al., 2008, p. 62). The projects investigate different aspects of competence assessment: The primary focus lies on the development of cognitive models of competencies, complemented by the construction of psychometric models based on these theoretical models. In turn, the psychometric models constitute the basis for the construction of instruments for effectively measuring competencies. The assessment of competencies plays a key role in optimizing educational processes and improving the effectiveness of educational systems. This book contributes to this challenging endeavor by meeting the need for more integrative, interdisciplinary research on the structure, levels, and development of competencies. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Conditioning factors of test-taking engagement in PIAAC. An exploratory IRT modelling approach […]
Goldhammer, Frank; Martens, Thomas; Lüdtke, Oliver
Journal Article
| In: Large-scale Assessments in Education | 2017
37971 Endnote
Author(s):
Goldhammer, Frank; Martens, Thomas; Lüdtke, Oliver
Title:
Conditioning factors of test-taking engagement in PIAAC. An exploratory IRT modelling approach considering person and item characteristics
In:
Large-scale Assessments in Education, 5 (2017) , S. 18
DOI:
10.1186/s40536-017-0051-9
URL:
https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-017-0051-9
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Antwort; Einflussfaktor; Erwachsener; Item-Response-Theory; Kanada; Längsschnittuntersuchung; Leistungstest; Lesekompetenz; Mathematische Kompetenz; Messung; Motivation; PIAAC (Programme for the International Assessment of Adult Competencies); Problemlösen; Selbstkonzept; Technologiebasiertes Testen; Verhalten
Abstract:
Background: A potential problem of low-stakes large-scale assessments such as the Programme for the International Assessment of Adult Competencies (PIAAC) is low test-taking engagement. The present study pursued two goals in order to better understand conditioning factors of test-taking disengagement: First, a model-based approach was used to investigate whether item indicators of disengagement constitute a continuous latent person variable by domain. Second, the effects of person and item characteristics were jointly tested using explanatory item response models. Methods: Analyses were based on the Canadian sample of Round 1 of the PIAAC, with N = 26,683 participants completing test items in the domains of literacy, numeracy, and problem solving. Binary item disengagement indicators were created by means of item response time thresholds. Results: The results showed that disengagement indicators define a latent dimension by domain. Disengagement increased with lower educational attainment, lower cognitive skills, and when the test language was not the participant's native language. Gender did not exert any effect on disengagement, while age had a positive effect for problem solving only. An item's location in the second of two assessment modules was positively related to disengagement, as was item difficulty. The latter effect was negatively moderated by cognitive skill, suggesting that poor test-takers are especially likely to disengage with more difficult items. Conclusions: The negative effect of cognitive skill, the positive effect of item difficulty, and their negative interaction effect support the assumption that disengagement is the outcome of individual expectations about success (informed disengagement). (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
What to make of and how to interpret process data
Goldhammer, Frank; Zehner, Fabian
Journal Article
| In: Measurement: Interdisciplinary Research and Perspectives | 2017
38066 Endnote
Author(s):
Goldhammer, Frank; Zehner, Fabian
Title:
What to make of and how to interpret process data
In:
Measurement: Interdisciplinary Research and Perspectives, 15 (2017) 3/4, S. 128-132
DOI:
10.1080/15366367.2017.1411651
URN:
urn:nbn:de:0111-dipfdocs-192082
URL:
http://www.dipfdocs.de/volltexte/2020/19208/pdf/Measurement_2017_3-4_Goldhammer_Zehner_What_to_make_of_and_how_to_interpret_process_data_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Technologiebasiertes Testen; Kognitive Kompetenz; Testdurchführung; Kognitive Prozesse; Datenanalyse; Indikator; Interpretation; Validität
Abstract (english):
Maddox (2017) argues that respondents' talk and gesture during an assessment inform researchers how a response product has evolved. Indeed, how a task is performed represents key information for psychological and educational assessment. [...] Recently, process data has increasingly gained attention in cognitive ability testing given the digitalization of measurement and the possibility of exploiting log file data. [...] As shown by Maddox for large-scale assessments, even talk and gesture can be regarded as useful process data. In this case, the process data is not only video-recorded but also observed by the interviewer in situ; the interviewer interactively uses it to influence the test-taking process and to reduce construct-irrelevant variance. Thus, like product data (e.g., scores), process data is used to draw inferences. We argue in the following that the interpretation and use of process data and derived indicators require validation, just as product data do (Kane, 2013). This theoretical background, including some examples about log file data, sets the ground for our comments on Maddox's use of "talk and gesture as process data." (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Processing of positive-causal and negative-causal coherence relations in primary school children […]
Knoepke, Julia; Richter, Tobias; Isberner, May-Britt; Naumann, Johannes; Neeb, Yvonne; […]
Journal Article
| In: Journal of Child Language | 2017
36656 Endnote
Author(s):
Knoepke, Julia; Richter, Tobias; Isberner, May-Britt; Naumann, Johannes; Neeb, Yvonne; Weinert, Sabine
Title:
Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German
In:
Journal of Child Language, 44 (2017) 2, S. 297-328
DOI:
10.1017/S0305000915000872
URN:
urn:nbn:de:0111-dipfdocs-191627
URL:
http://www.dipfdocs.de/volltexte/2020/19162/pdf/J.Child_Lang_2017_2_Knoepke_et_al_Processing_of_positivecausal_and_negativecausal_coherence_relations_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutsch; Deutschland; Empirische Untersuchung; Erwachsener; Grundschule; Grundschüler; Hören; Kognition; Kognitive Prozesse; Lesen; Leseverstehen; Semantik; Technologiebasiertes Testen; Test; Textanalyse; Textinterpretation; Textverständnis
Abstract:
Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more complex than positive-causal ones. Therefore, they require greater cognitive effort during text comprehension and are acquired later in language development. The present cross-sectional study tested these predictions for German primary school children from Grades 1 to 4 and adults in reading and listening comprehension. Accuracy data in a semantic verification task support the predictions of the cumulative cognitive complexity approach. Negative-causal coherence relations are cognitively more demanding than positive-causal ones. Moreover, our findings indicate that children's comprehension of negative-causal coherence relations continues to develop throughout the course of primary school. Findings are discussed with respect to the generalizability of the cumulative cognitive complexity approach to German. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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