NEPS technical report for biological competence. Scaling results for the additional study Thuringia.

Autor/inn/en	Rieger, Sven; Hübner, Nicolas; Wagner, Wolfgang
Institution	Leibniz-Institut für Bildungsverläufe
Titel	NEPS technical report for biological competence. Scaling results for the additional study Thuringia.
Quelle	Bamberg: Leibniz-Institut für Bildungsverläufe (2018), 57 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	NEPS Survey paper. 41
Beigaben	Abbildungen
Sprache	englisch
Dokumenttyp	online; Monographie
DOI	10.5157/NEPS:SP41:1.0
Schlagwörter	Rasch-Modell; Skalierung; Varianzanalyse; Kompetenzmessung; Schule; Sekundarstufe II; Biologie; Lesekompetenz; NEPS (National Educational Panel Study); Thüringen
Abstract	The National Educational Panel Study (NEPS) is aimed at investigating the development of competences across the entire life span. It also develops tests for assessing different competence domains. In order to evaluate the quality of these competence tests, a wide range of item response theory (IRT) analyses were carried out. This paper describes the data and results of analyses of the biological competence test that was used in the additional study Thuringia. The test was based on a subset of items from the EVAMAR II test (Eberle, et al. 2008), which was also administered in the additional study Baden-Wuerttemberg. In sum, 2,249 students took the biology test in these two waves. The biology test consisted of 126 items (distributed among seven booklets), representing different content areas (e.g., cytology, genetics, ecology). A partial credit model was used to scale the data. Item fit statistics and differential item functioning were investigated. The results showed that a subset of the items exhibited good item fit and measurement invariance across various groups. The reliability was moderate. The paper also provides some information about the data available in the Scientific Use File, ConQuest- and TAM-syntaxes for scaling the data. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2