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(Schlagwörter: "Äquivalenz")

Zur Vergleichbarkeit von Abiturnoten. Eine kritische Zwischenbilanz Klieme, Eckhard Book Chapter | Aus: Hoffmann, Lars; Schröter, Pauline; Groß, Alexander; Schmid-Kühn, Svenja Mareike; Stanat, Petra (Hrsg.): Das unvergleichliche Abitur: Entwicklungen - Herausforderungen - Empirische Analysen | Bielefeld: wbv Media | 2022 43980 Endnote: Author(s): Klieme, Eckhard
Title: Zur Vergleichbarkeit von Abiturnoten. Eine kritische Zwischenbilanz
In: Hoffmann, Lars; Schröter, Pauline; Groß, Alexander; Schmid-Kühn, Svenja Mareike; Stanat, Petra (Hrsg.): Das unvergleichliche Abitur: Entwicklungen - Herausforderungen - Empirische Analysen, Bielefeld: wbv Media, 2022 , S. 319-335
URL: https://www.wbv.de/shop/Das-unvergleichliche-Abitur-I72494
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Abiturprüfung; Abschlussprüfung; Äquivalenz; Bildungsforschung; Diskurs; Entwicklung; Hochschulzulassung; Schulnoten; Schulsystem; Standard; Vergleich
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Construct equivalence of PISA reading comprehension measured with paper‐based and computer‐based […] Kroehne, Ulf; Buerger, Sarah; Hahnel, Carolin; Goldhammer, Frank Journal Article | In: Educational Measurement | 2019 39814 Endnote: Author(s): Kroehne, Ulf; Buerger, Sarah; Hahnel, Carolin; Goldhammer, Frank
Title: Construct equivalence of PISA reading comprehension measured with paper‐based and computer‐based assessments
In: Educational Measurement, 38 (2019) 3, S. 97-111
DOI: 10.1111/emip.12280
URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/emip.12280
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: 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: For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper‐based assessment (PBA). In the 2015 cycle, computer‐based 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 paper‐based, was assessed using a random group design with an additional within‐subject variation. The results are in line with the hypothesis of construct equivalence. That is, the latent cross‐mode 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 (english): For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper‐based assessment (PBA). In the 2015 cycle, computer‐based 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 paper‐based, was assessed using a random group design with an additional within‐subject variation. The results are in line with the hypothesis of construct equivalence. That is, the latent cross‐mode 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-Departments: Bildungsqualität und Evaluation

The transition to computer-based testing in large-scale assessments. Investigating (partial) […] Bürger, Sarah; Kröhne, Ulf; Goldhammer, Frank Journal Article | In: Psychological Test and Assessment Modeling | 2016 36754 Endnote: Author(s): Bürger, Sarah; Kröhne, Ulf; Goldhammer, Frank
Title: The transition to computer-based testing in large-scale assessments. Investigating (partial) measurement invariance between modes
In: Psychological Test and Assessment Modeling, 4 (2016) 58, S. 597-616
URL: http://www.psychologie-aktuell.com/fileadmin/download/ptam/4-2016_20161219/03_Buerger.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Äquivalenz; Computerunterstütztes Verfahren; Experiment; Item-Response-Theory; Messung; Schülerleistungstest; Technologiebasiertes Testen; Testverfahren; Wirkung
Abstract (english): This paper provides an overview and recommendations on how to conduct a mode effect study in large-scale assessments by addressing criteria of equivalence between paper-based and computerbased tests. These criteria are selected according to the intended use of test scores and test score interpretations. A mode effect study can be implemented using experimental designs. The major benefit of combining experimental design considerations with the IRT methodology of mode effects is the possibility to investigate partial measurement invariance. This allows test scores from different modes to be used interchangeably and means of latent variables or mean differences and correlations to be compared on the population level even if some items differ in difficulty between modes. For this purpose, a multiple-group IRT model approach for analyzing mode effects on the test and item levels is presented. Instances where partial measurement invariance suffices to combine item parameters into one metric are reviewed in this paper. Furthermore, relevant study design requirements and potential sources of mode effects are discussed. Finally, an extension of the modelling approach to explain mode effects by means of item properties such as response format is presented. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Bias assessment and prevention in noncognitive outcome measures in context assessments Vijer, Fons J. R. van de; He, Jia Book Chapter | Aus: Kuger, Susanne;Klieme, Eckhard;Jude, Nina;Kaplan, David (Hrsg.): Assessing contexts of learning: An international perspective | Cham: Springer | 2016 37058 Endnote: Author(s): Vijer, Fons J. R. van de; He, Jia
Title: Bias assessment and prevention in noncognitive outcome measures in context assessments
In: Kuger, Susanne;Klieme, Eckhard;Jude, Nina;Kaplan, David (Hrsg.): Assessing contexts of learning: An international perspective, Cham: Springer, 2016 (Methodology of educational measurement and assessment), S. 229-253
DOI: 10.1007/978-3-319-45357-6_9
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Erhebungsinstrument; PISA <Programme for International Student Assessment>; Methodologie; Gleichheit; Äquivalenz; Befragung; Fragebogen; Internationaler Vergleich; Sozialwissenschaften; Strategie
Abstract: Assessing students' personal characteristics, as well as the structures and processes of teaching and learning, is an integral part of the Programme for International Student Assessment (PISA). Providing input for solid evidence-based educational policies, one of the main aims of PISA, creates huge methodological challenges: Various biases in self-reported data across cultures pose a persistent challenge in unpacking the black box of student learning; these biases jeopardize PISA's scope for evidence-based policy making. This chapter focuses on challenges in the design and analysis of PISA background questionnaires, especially in noncognitive outcome measures. Our conceptual background however is not primarily PISA-related but is comparative work in the social and behavioral sciences more broadly. We first review sources of bias at construct, method, and item levels, as well as levels of equivalence (construct, metric, and scalar invariance), using examples from educational surveys. We then illustrate the strategies used in the PISA project to deal with different types of bias. Specifically, qualitative, non-statistical strategies such as instrument development (adaptation), standardization of assessment procedures, and statistical strategies to mitigate bias are outlined. State-of-the-art psychometric procedures to examine the comparability of these noncognitive outcome data, including partial invariance and approximate invariance, are also discussed. We conclude by suggesting future research topics. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Toward a unified framework for the study of between-person and within-person structures. Building a […] Voelkle, Manuel C.; Brose, Annette; Schmiedek, Florian; Lindenberger, Ulman Journal Article | In: Multivariate Behavioral Research | 2014 34584 Endnote: Author(s): Voelkle, Manuel C.; Brose, Annette; Schmiedek, Florian; Lindenberger, Ulman
Title: Toward a unified framework for the study of between-person and within-person structures. Building a bridge between two research paradigms
In: Multivariate Behavioral Research, 49 (2014) 3, S. 193-213
DOI: 10.1080/00273171.2014.889593
URN: urn:nbn:de:0111-dipfdocs-178367
URL: http://www.dipfdocs.de/volltexte/2019/17836/pdf/Voelkle_etal_2014_Towards_a_unified_framework_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Angewandte Forschung; Äquivalenz; Aufmerksamkeit; Individuum; Konzeption; Psychologische Forschung; Verhaltenspsychologie; Zwischenmenschliche Beziehung
Abstract: The vast majority of empirical research in the behavioral sciences is based on the analysis of between-person variation. In contrast, much of applied psychology is concerned with the analysis of variation within individuals. Furthermore, the mechanisms specified by psychological theories generally operate within, rather than across, individuals. This disconnect between research practice, applied demands, and psychological theories constitutes a major threat to the conceptual integrity of the field. Following groundbreaking earlier work, we propose a conceptual framework that distinguishes within-person (WP) and between-person (BP) sources of variation in psychological constructs. By simultaneously considering both sources of variation, it is shown how to identify possible reasons for nonequivalence of BP and WP structures as well as establishing areas of convergence. For this purpose, we first introduce the concept of conditional equivalence as a way to study partial structural equivalence of BP and WP structures in the presence of unconditional nonequivalence. Second, we demonstrate the construction of likelihood planes to explore the causes of structural nonequivalence. Third, we examine 4 common causes for unconditional nonequivalence-autoregression, subgroup differences, linear trends, and cyclic trends-and demonstrate how to account for them. Fourth, we provide an empirical example on BP and WP differences in attentiveness.
DIPF-Departments: Bildung und Entwicklung

Erweiterung des Geltungsbereichs des EUROPASSES auf die Beitrittsstaaten. Übertragbarkeit, […] Neß, Harry Book Chapter | Aus: Berufliche Bildung im Prozess der Osterweiterung | Berlin: Senatsverwaltung für Wirtschaft, Arbeit und Frauen | 2002 6138 Endnote: Author(s): Neß, Harry
Title: Erweiterung des Geltungsbereichs des EUROPASSES auf die Beitrittsstaaten. Übertragbarkeit, Anerkennung und Transparenz erworbener Kompetenzen und Qualifikationen
In: Berufliche Bildung im Prozess der Osterweiterung, Berlin: Senatsverwaltung für Wirtschaft, Arbeit und Frauen, 2002 (Arbeitsmarktpolitische Schriftenreihe der Senatsverwaltung für Wirtschaft, Arbeit und Frauen, 51), S. 45-48; 93-98
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: EUROPASS Berufsbildung; Qualifikation; Kompetenz; Äquivalenz; Ost- und Mitteleuropa
Abstract: An Hand eines Thesenpapiers, eines Foliensatzes und einer Literaturliste wird mit einem dokumentierten Redetext ein Einstieg in die Problematik gegeben, welche Konsequenzen für den europäischen Bildungsraum die Osterweiterung des EU-Wirtschaftsraums hat. Dabei wird beleuchtet, wie die ostmitteleuropäischen Beitrittsländer Polen, Slowakei, Tschechische Republik und Ungarn Reformen in ihren Bildungs- und Berufsbildungssystemen durchführen müssen, um die "digitale Kluft" zu überbrücken und eine bessere Anerkennung lebenslangen Lernens im transnationalen Austausch für ihre erwerbstätige Bevölkerung zu erreichen. In diesem Zusammenhang werden Hinweise darauf gegeben, den EUROPASS- Berufsbildung zu einem europäisch anerkannten Qualifikationsbuch weiter zu entwickeln.
Abstract (english): A documented text for a speech is used on the basis of a thesis paper, a set of transparencies and a list of literature to give a lead-in to the problems as to which consequences the Eastern enlargement of the EU economic space will have for the European educational space. It is examined in this respect how the Eastern Central European candidate countries Poland, Slovakia, Czech Republic and Hungary have to implement reforms in their educational and TEVET systems in order to bridge the "digital gap" and to achieve a better acceptance of lifelong learning in the transnational exchange for their gainfully employed population. In this connection, references are being made to the effect that the EUROPEAN TRAINING PASS-based TEVET be developed to a Europe-wide recognised qualification document.
DIPF-Departments: Steuerung und Finanzierung des Bildungswesens