Incremental validity of multidimensional proficiency scores from diagnostic classification models. An illustration for elementary school mathematics.

Autor/inn/en	Kunina-Habenicht, Olga; Rupp, André A.; Wilhelm, Oliver
Titel	Incremental validity of multidimensional proficiency scores from diagnostic classification models. An illustration for elementary school mathematics.
Quelle	In: International journal of testing, 17 (2017) 4, S. 277-301Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1530-5058; 1532-7574
DOI	10.1080/15305058.2017.1291517
Schlagwörter	Empirische Untersuchung; Reliabilität; Testkonstruktion; Validität; Diagnostik; Item-Response-Theory; Schuljahr 04; Grundschule; Schüler; Leistungsbeurteilung; Schulnote; Schülerleistung; Regressionsanalyse; Arithmetik; Mathematikunterricht; Mathematische Kompetenz; Modell; Deutschland
Abstract	Diagnostic classification models (DCMs) hold great potential for applications in summative and formative assessment by providing discrete multivariate proficiency scores that yield statistically-driven classifications of students. Using data from a newly developed diagnostic arithmetic assessment that was administered to 2,032 fourth-grade students in Germany, we evaluated whether the multidimensional proficiency scores from the best-fitting DCM have an added value, over and above the unidimensional proficiency score from a simpler unidimensional IRT model, in explaining variance in external (a) school grades in mathematics and (b) unidimensional proficiency scores from a standards-based large-scale assessment of mathematics. Results revealed high classification reliabilities as well as interpretable parameter estimates for items and students for the best-fitting DCM. However, while DCM scores were moderatly correlated with both external criteria, only a negligible incremental validity of the multivariate attribute scores was found. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3