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(Personen: "Botte%2C(ignoriert!)" und "Alexander")

Preparing and supporting teachers of immigrant and refugee students Damaschke-Deitrick, Lisa; Galegher, Ericka; Wilmers, Annika; Wiseman, Alexander W. (Hrsg.) Compilation Book | London: Routledge | 2023 44444 Endnote: Editor(s) Damaschke-Deitrick, Lisa; Galegher, Ericka; Wilmers, Annika; Wiseman, Alexander W.
Title: Preparing and supporting teachers of immigrant and refugee students
Published: London: Routledge, 2023 (Teacher and Teaching, 29 (5))
URL: https://www.tandfonline.com/toc/ctat20/29/5
Publication Type: 2. Herausgeberschaft; Zeitschriftensonderheft
Language: Englisch
DIPF-Departments: Informationszentrum Bildung

Openness in education as a praxis. From individual testimonials to collective voices Bozkurt, Aras; Gjelsvik, Torunn; Adam, Taskeen; I Asino, Tutaleni; Atenas, Javiera; Bali, Maha; […] Journal Article | In: Open Praxis | 2023 44317 Endnote: Author(s): Bozkurt, Aras; Gjelsvik, Torunn; Adam, Taskeen; I Asino, Tutaleni; Atenas, Javiera; Bali, Maha; Blomgren, Constance; Bond, Melissa; J Bonk, Curtis; Brown, Mark; Burgos, Daniel; Conrad, Dianne; Costello, Eamon; Cronin, Catherine; Czerniewicz, Laura; Deepwell, Maren; Deimann, Markus; J DeWaard, Helen; A Dousay, Tonia; Ebner, Martin; Farrow, Robert; Gil-Jaurena, Inés; Havemann, Leo; Inamorato, Andreia; Irvine, Valerie; P Karunanayaka, Shironica; Kerres, Michael; Lambert, Sarah; Lee, Kyungmee; Makoe, Mpine; I Marín, Victoria; Mikroyannidis, Alexander; Mishra, Sanjaya; Naidu, Som; Nascimbeni, Fabio; Nichols, Mark; Olcott, Don; Ossiannilsson, Ebba; Otto, Daniel; Cecilia Padilla Rodriguez, Brenda; Paskevicius, Michael; Roberts, Verena; Saleem, Tooba; Schuwer, Robert; C Sharma, Ramesh; Stewart, Bonnie; M Stracke, Christian; Tait, Alan; Tlili, Ahmed; Ubachs, George; Weidlich, Joshua; Weller, Martin; Xiao, Junhong; Zawacki-Richter, Olaf
Title: Openness in education as a praxis. From individual testimonials to collective voices
In: Open Praxis, 15 (2023) 2, S. 76-112
DOI: 10.55982/openpraxis.15.2.574
URL: https://openpraxis.org/articles/10.55982/openpraxis.15.2.574
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
DIPF-Departments: Informationszentrum Bildung

Preparing and supporting teachers of immigrant and refugee students Damaschke-Deitrick, Lisa; Galegher, Ericka; Wilmers, Annika; Wiseman, Alexander W. Journal Article | In: Teacher and Teaching | 2023 44443 Endnote: Author(s): Damaschke-Deitrick, Lisa; Galegher, Ericka; Wilmers, Annika; Wiseman, Alexander W.
Title: Preparing and supporting teachers of immigrant and refugee students
In: Teacher and Teaching, 29 (2023) 5, S. 459-464
DOI: 10.1080/13540602.2023.2246307
URL: https://www.tandfonline.com/doi/full/10.1080/13540602.2023.2246307
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
DIPF-Departments: Informationszentrum Bildung

Measurement invariance of the Intelligence and Development Scales-2 across language versions, […] Grieder, Silvia; Visser, Linda; Timmerman, Marieke; Grob, Alexander Journal Article | In: European Journal of Psychological Assessment | 2023 43276 Endnote: Author(s): Grieder, Silvia; Visser, Linda; Timmerman, Marieke; Grob, Alexander
Title: Measurement invariance of the Intelligence and Development Scales-2 across language versions, gender, and age
In: European Journal of Psychological Assessment, (2023) , S. online first
DOI: 10.1027/1015-5759/a000771
URL: https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000771
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract (english): We examined the factor structure and measurement invariance of the intelligence and basic skills domains of the Intelligence and Development Scales - 2 (IDS-2) with the Dutch (N = 1,665) and German (N = 1,672) standardization samples. First, we tested five competing models using confirmatory factor analysis (CFA) on the Dutch data: two empirically based, derived earlier from the German data, and three theoretically based (IDS-2 and two Cattell-Horn-Carroll-based). Subsequently, we evaluated the measurement invariance of the final model across the Dutch and German versions and gender using multiple-group CFA and across age using local structural equation modeling. A second-order model with six first-order factors best represented the Dutch IDS-2 structure. Five IDS-2 factors were confirmed, but Visual Processing and Abstract Reasoning, and the intelligence and basic skills domains were not separable. This model displayed full invariance across the language versions and was largely invariant across gender and age (7-20 years). Thus, scores derived according to this model are comparable across these language versions, gender, and age. The strong general intelligence factor and weak broad ability factors ask for precaution when basing clinical interpretation on the broad ability factors. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Theory matters: An example of deriving process indicators from log data to assess decision-making […] Hahnel, Carolin; Jung, Alexander J.; Goldhammer, Frank Journal Article | In: European Journal of Psychological Assessment | 2023 43713 Endnote: Author(s): Hahnel, Carolin; Jung, Alexander J.; Goldhammer, Frank
Title: Theory matters: An example of deriving process indicators from log data to assess decision-making processes in web search tasks
In: European Journal of Psychological Assessment, 39 (2023) 4, S. 271-279
DOI: 10.1027/1015-5759/a000776
URL: https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000776
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Abstract (english): Following an extended perspective of evidence-centered design, this study provides a methodological exemplar of the theory-based construction of process indicators from log data. We investigated decision-making processes in web search as the target construct, assuming that individuals follow a heuristic search (focusing on search results vs. websites as a primary information source) and stopping rule (following a satisficing vs. sampling strategy). Drawing on these assumptions, we describe our reasoning for identifying the empirical evidence needed and selecting an assessment to obtain this evidence to derive process indicators that represent groups differentiated by search and stopping rule combinations. To evaluate our approach, we reanalyzed the processing behavior of 150 university students who were requested in four tasks to select a specific website from a list of five search results. We determined the process indicators per item and conducted multiple cluster analyses to investigate group recovery. For each item, we found three clusters, two of which matched our assumptions. Additionally, we explored the consistency of students' cluster membership across items and investigated their relationship with students' skills in evaluating online information. Based on the results, we discuss the tradeoff between construct breadth and process elaboration for deriving meaningful process indicators. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Comparing the score interpretation across modes in PISA. An investigation of how item facets affect […] Harrison, Scott; Kröhne, Ulf; Goldhammer, Frank; Lüdtke, Oliver; Robitzsch, Alexander Journal Article | In: Large-scale Assessments in Education | 2023 43732 Endnote: Author(s): Harrison, Scott; Kröhne, Ulf; Goldhammer, Frank; Lüdtke, Oliver; Robitzsch, Alexander
Title: Comparing the score interpretation across modes in PISA. An investigation of how item facets affect difficulty
In: Large-scale Assessments in Education, 11 (2023) , S. 8
DOI: 10.1186/s40536-023-00157-9
URL: https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-023-00157-9
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract (english): Background : Mode effects, the variations in item and scale properties attributed to the mode of test administration (paper vs. computer), have stimulated research around test equivalence and trend estimation in PISA. The PISA assessment framework provides the backbone to the interpretation of the results of the PISA test scores. However, an identified gap in the current literature is whether mode effects have affected test score interpretation as defined by the assessment framework, and whether the interpretations of the PBA and CBA test scores are comparable. Methods : This study uses the 2015 PISA field trial data from thirteen countries to compare test modes through a construct representation approach. It is investigated whether item facets defined by the assessment framework (e.g., different cognitive demands) affect item difficulty comparably across modes using a unidimensional two-group generalized partial credit model (GPCM). Results : Linking the assessment framework to item difficulty using linear regression showed that for both maths and science domains, item categorisation relates to item difficulty, however for the reading domain no such conclusion was possible. In comparing PBA to CBA in representations across the three domains, maths had one facet with a significant difference in representation, reading had all three facets significantly different, and for science, four out of six facets had significant differences. Modelling items labelled "mode invariant" in PISA 2015, the results indicated that in every domain, two facets showed significant differences between the test modes. The graphical inspection of difficulty patterns confirmed that reading shows stronger differences while the patterns of the other domains were quite consistent between modes. Conclusions : The present study shows that the mode effects on difficulty vary within the task facets proposed by the PISA assessment framework, in particular for reading. These findings shed light on whether the comparability of score interpretation between modes is compromised. Given the limitations of the link between the reading domain and item difficulty, any conclusions in this domain are limited. Importantly, the present study adds a new approach and empirical findings to the investigation of the cross-mode equivalence in PISA domains. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

The assessment of cognitive function in the German National Cohort (NAKO) Associations of […] Kleineidam, Luca; Stark, Melina; Riedel-Heller, Steffi G.; Pabst, Alexander; Schmiedek, Florian; […] Journal Article | In: The World Journal of Biological Psychiatry | 2023 44740 Endnote: Author(s): Kleineidam, Luca; Stark, Melina; Riedel-Heller, Steffi G.; Pabst, Alexander; Schmiedek, Florian; Streit, Fabian; Rietschel, Marcella; Klinger-König, Johanna; Grabe, Hans J.; Erhardt, Angelika; Gelbrich, Goetz; Schmidt, Boerge; NAKO Investigators, N; Berger, Klaus; Wagner, Michael
Title: The assessment of cognitive function in the German National Cohort (NAKO) Associations of demographics and psychiatric symptoms with cognitive test performance
In: The World Journal of Biological Psychiatry, 24 (2023) 10, S. 909-923
DOI: 10.1080/15622975.2021.2011408
URL: https://www.tandfonline.com/doi/full/10.1080/15622975.2021.2011408
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Objectives To describe the cognitive test battery of the German National Cohort (NAKO), a population-based mega cohort of 205,000 randomly selected participants, and to examine associations with demographic variables and selected psychiatric and neurological conditions. Methods Initial data from 96,401 participants providing data on the cognitive performance measured by a brief cognitive test battery (12-word list recall task, semantic fluency, Stroop test, digit span backwards) was examined. Test results were summarised in cognitive domain scores using exploratory and confirmatory factor analyses. Associations with sociodemographic and psychiatric factors were analysed using linear regression and generalised additive models. Results Cognitive test results were best represented by two domain scores reflecting memory and executive functions. Lower cognitive functions were associated with increasing age and male sex. Higher education and absence of childhood trauma were associated with better cognitive function. Moderate to severe levels of anxiety and depression, and a history of stroke, were related to lower cognitive function with a stronger effect on executive function as compared to memory. Some associations with cognition differed by German language proficiency. Conclusions The NAKO cognitive test battery and the derived cognitive domain scores for memory and executive function are sensitive measures of cognition
DIPF-Departments: Bildung und Entwicklung

Measuring the development of general language skills in English as a foreign language. Longitudinal […] Schnoor, Birger; Hartig, Johannes; Klinger, Thorsten; Naumann, Alexander; Usanova, Irina Journal Article | In: Language Testing | 2023 43592 Endnote: Author(s): Schnoor, Birger; Hartig, Johannes; Klinger, Thorsten; Naumann, Alexander; Usanova, Irina
Title: Measuring the development of general language skills in English as a foreign language. Longitudinal invariance of the C-test
In: Language Testing, 40 (2023) 3, S. 796-819
DOI: 10.1177/02655322231159829
URL: https://journals.sagepub.com/doi/10.1177/02655322231159829
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Research on assessing English as a foreign language (EFL) development has been growing recently. However, empirical evidence from longitudinal analyses based on substantial samples is still needed. In such settings, tests for measuring language development must meet high standards of test quality such as validity, reliability, and objectivity, as well as allow for valid interpretations of change scores, requiring longitudinal measurement invariance. The current study has a methodological focus and aims to examine the measurement invariance of a C-test used to assess EFL development in monolingual and bilingual secondary school students (n = 1956) in Germany. We apply longitudinal confirmatory factor analysis to test invariance hypotheses and obtain proficiency estimates comparable over time. As a result, we achieve residual longitudinal measurement invariance. Furthermore, our analyses support the appropriateness of altering texts in a longitudinal C-test design, which allows for the anchoring of texts between waves to establish comparability of the measurements over time using the information of the repeated texts to estimate the change in the test scores. If used in such a design, a C-test provides reliable, valid, and efficient measures for EFL development in secondary education in bilingual and monolingual students in Germany. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Lifetime and current depression in the German National Cohort (NAKO) Streit, Fabian; Zillich, Lea; Frank, Josef; Kleineidam, Luca; Wagner, Michael; Baune, Bernhard T.; […] Journal Article | In: The World Journal of Biological Psychiatry | 2023 44625 Endnote: Author(s): Streit, Fabian; Zillich, Lea; Frank, Josef; Kleineidam, Luca; Wagner, Michael; Baune, Bernhard T.; Klinger-König, Johanna; Grabe, Hans J.; Pabst, Alexander; Riedel-Heller, Steffi G.; Schmiedek, Florian; Schmidt, Börge; Erhardt, Angelika; Deckert, Jürgen; NAKO Investigators, N; Rietschel Klaus Berger show allWolfgang Lieb, Marcella; Becher, Heiko; Obi, Nadia; Zeeb, Hajo; Ahrens, Wolfgang; Castell, Stefanie; Kemmling, Yvonne; Karch, André; Rübsamen, Nicole; Emmel, Carina; Jöckel, Karl-Heinz; Perna, Laura; Brenner, Hermann; Kaaks, Rudolph; Halina Greiser, Karin; Michels, Karin B.; Franzke, Claus-Werner; Peters, Annette; Fischer, Beate; Leitzmann, Michael; Amand, Führer; Mikolajczyk, Rafael; Keil, Thomas; Fricke, Julia; Feinkohl, Insa; Pischon, Tobias; Schipf Wolfgang Hoffmann, Sabine
Title: Lifetime and current depression in the German National Cohort (NAKO)
In: The World Journal of Biological Psychiatry, 24 (2023) 10, S. 865-880
DOI: 10.1080/15622975.2021.2014152
URL: https://www.tandfonline.com/doi/full/10.1080/15622975.2021.2014152
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Objectives The present study introduces the assessment of depression and depressive symptoms in the German National Cohort (NAKO), a population-based mega cohort. Distribution of core measures, and associations with sociodemographic factors are examined. Methods The current analysis includes data from the first 101,667 participants (NAKO data freeze 100,000). Depression and depressive symptoms were assessed using a modified version of the depression section of the Mini-International Neuropsychiatric Interview (MINI), self-reported physician's diagnosis of depression, and the depression scale of the Patient Health Questionnaire (PHQ-9). Results A lifetime physician's diagnosis of depression was reported by 15.0% of participants. Of those, 47.6% reported having received treatment for depression within the last 12 months. Of the subset of 26,342 participants undergoing the full depression section of the modified MINI, 15.9% were classified by the MINI with a lifetime depressive episode. Based on the PHQ-9, 5.8% of the participants were classified as currently having a major or other depression by the diagnostic algorithm, and 7.8% according to the dimensional assessment (score ≥ 10). Increased frequency of depression measures and higher depression scores were observed in women and participants with lower education level or a family history of depression. Conclusions The observed distributions of all depression measures and their associations with sociodemographic variables are consistent with the literature on depression. The NAKO represents a valuable epidemiologic resource to investigate depression, and the range of measures for lifetime and current depression allows users to select the most suitable instrument for their specific research question.
DIPF-Departments: Bildung und Entwicklung

Students' expectations of Learning Analytics across Europe Wollny, Sebastian; Di Mitri, Daniele; Jivet, Ioana; Muñoz-Merino, Pedro; Scheffel, Maren; […] Journal Article | In: Journal of Computer Assisted Learning | 2023 43542 Endnote: Author(s): Wollny, Sebastian; Di Mitri, Daniele; Jivet, Ioana; Muñoz-Merino, Pedro; Scheffel, Maren; Schneider, Jan; Tsai, Yi-Shan; Whitelock-Wainwright, Alexander; Gašević, Dragan; Drachsler, Hendrik
Title: Students' expectations of Learning Analytics across Europe
In: Journal of Computer Assisted Learning, 39 (2023) 4, S. 1325-1338
DOI: 10.1111/jcal.12802
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12802
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Background : Learning Analytics (LA) is an emerging field concerned with measuring, collecting, and analysing data about learners and their contexts to gain insights into learning processes. As the technology of Learning Analytics is evolving, many systems are being implemented. In this context, it is essential to understand stakeholders' expectations of LA across Higher Education Institutions (HEIs) for large-scale implementations that take their needs into account. Objectives : This study aims to contribute to knowledge about individual LA expectations of European higher education students. It may facilitate the strategy of stakeholder buy-in, the transfer of LA insights across HEIs, and the development of international best practices and guidelines. Methods : To this end, the study employs a 'Student Expectations of Learning Analytics Questionnaire' (SELAQ) survey of 417 students at the Goethe University Frankfurt (Germany) Based on this data, Multiple Linear Regressions are applied to determine how these students position themselves compared to students from Madrid (Spain), Edinburgh (United Kingdom) and the Netherlands, where SELAQ had already been implemented at HEIs. Results and Conclusions : The results show that students' expectations at Goethe University Frankfurt are rather homogeneous regarding 'LA Ethics and Privacy' and 'LA Service Features'. Furthermore, we found that European students generally show a consistent pattern of expectations of LA with a high degree of similarity across the HEIs examined. European HEIs face challenges more similar than anticipated. The HEI experience with implementing LA can be more easily transferred to other HEIs, suggesting standardized LA rather than tailor-made solutions designed from scratch. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung