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| Autoren | Pohl, Steffi; Haberkorn, Kerstin; Hardt, Katinka; Wiegand, Elena |
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| Titel | NEPS technical report for reading - scaling results of starting cohort 3 in fifth grade. |
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| URL | https://www.neps-data.de/Portals/0/Working Papers/WP_XV.pdf |
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| Erscheinungsjahr | 2012 |
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| Seitenzahl | 30 S. |
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| Verlag | Bamberg: Otto-Friedrich-Universität |
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| Reihe | NEPS Working Paper. Band 15 |
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| Dokumenttyp | Monographie; Discussion Paper / Working Paper / Konferenzbeitrag; 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 | Bildungsforschung; Lesekompetenz; Lesetest; Schüler; Schuljahr 05; Forschungsdesign; Item-Response-Theorie; Skalierung; Empirische Untersuchung; Quantitative Methode; Deutschland |
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| Abstract | The National Educational Panel Study (NEPS) aims at investigating the development of competences across the whole life span and tests for assessing the different competence domains are developed. In order to evaluate the quality of the competence tests, a wide range of analyses have been performed based on Item Response Theory (IRT). This paper describes the reading competence data of starting cohort 3 in fifth grade. Next to descriptive statistics of the data, the scaling model applied to estimate competence scores, analyses performed to investigate the quality of the scale, as well as the results of these analyses are presented. The reading test in fifth grade consisted of 33 items, which represented different cognitive requirements and text functions and used different response formats. The test was administered to 5,208 students. A partial credit model was used for scaling the data. Item fit statistics, differential item functioning, Rasch-homogeneity, the tests’ dimensionality, and local item independence were evaluated to ensure the quality of the test. The results show that the items exhibited good item fit and measurement invariance across various subgroups. Moreover, the test showed a high reliability and the different comprehension requirements foster a unidimensional construct. Challenges of the test are the considerable amount of items that have not been reached by test takers due to time limits, the many items that are targeted towards a lower reading ability, and some evidence for multidimensionality of the test based on text functions. Overall, the results revealed good psychometric properties of the reading test and support the estimation of a reliable reading competence score. In the paper, the data available in the Scientific Use File are described and ConQuest-Syntax for scaling the data is provided. (DIPF/Orig.) |
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| Förderkennzeichen | 01GJ0888 |
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