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| Autoren | Rieger, Sven; Hübner, Nicolas; Wagner, Wolfgang |
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| Institution | Leibniz-Institut für Bildungsverläufe |
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| Titel | NEPS technical report for english reading. Scaling results for the additional study Thuringia. |
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| URL | https://doi.org/10.5157/NEPS:SP39:1.0 |
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| Erscheinungsjahr | 2018 |
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| Seitenzahl | 34 S. |
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| Verlag | Bamberg: Leibniz-Institut für Bildungsverläufe |
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| Dokumenttyp | Monographie; online |
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| Beigaben | Literaturangaben; Abbildungen; Tabellen; Anhang |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Bildungspanel (NEPS) |
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| Schlagwörter | Rasch-Modell; Skalierung; Varianzanalyse; Kompetenzmessung; Item-Response-Theorie; Schule; Sekundarstufe II; Englisch; Lesekompetenz; NEPS (National Educational Panel Study); Thüringen |
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| Abstract | The National Educational Panel Study (NEPS) aims to investigate the development of competences across the whole life span. It also develops tests to assess different competence domains. In order to evaluate the quality of these competence tests, a wide range of analyses are carried out by using item response theory (IRT). This paper describes the data and results of analyzing the English reading competence test that was used in the additional study Thuringia. The items were originally designed for Grade 10 students but - due to the lack of Grade 12 tests in this domain at the time when the first assessment took place - they were used in the English reading competence test in two consecutive waves (2009/10 and 2010/11). In sum, 2,252 students participated in the test in these two waves. The English test consisted of 33 items (distributed among two booklets), representing different levels of the Common European Framework of References, ranging from level B1 to C1. A Rasch model was used for scaling the data. Item fit statistics and differential item functioning were investigated. The results showed that the items exhibited good item fit and measurement invariance across various groups. The reliability was modest, which might be due to the fact that item difficulties were rather low compared to students' competences. The paper also provides some information about the data available in the Scientific Use File, ConQuest- and TAM-syntaxes for scaling the data. (Orig.). |
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| Förderkennzeichen | 01GJ0888 |
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