Are the tests scores of the Programme for International Student Assessment (PISA) and the National Educational Panel Study (NEPS) science tests comparable? An assessment of test equivalence in German Schools

Wagner, Helene; Hahn, Inga; Schöps, Katrin; Ihme, Jan Marten; Köller, Olaf

doi:10.1016/j.stueduc.2018.09.002

Cited by 10 publications

(10 citation statements)

References 17 publications

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“…To add to the challenging demands of the 21st century for students, Indonesian students are faced with disappointing results of the 2018 Program for International Students Assessment (PISA) of an average score of 371 for reading, far below the average of the Organization for Economic Cooperation and Development (OECD) of 487. The average scores for mathematics and science were 379 and 389, respectively, also below the average OECD score of 487 (Wagner, Hahn, Schöps, Ihme, & Köller, 2018).…”

Section: Introductionmentioning

confidence: 71%

Factors Affecting Teachers’ Technological Pedagogical and Content Knowledge (A Survey on Economics Teacher Knowledge)

Sojanah

Suwatno

Kodri

et al. 2021

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This study was conducted due to the lack of teachers’ Technological Pedagogical and Content Knowledge (TPACK). It examined the effects of teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation on teachers’ TPACK. The descriptive and explanatory methods with quantitative approaches were employed. The population of this study included 472 economics teachers in the Greater Bandung area, while the respondents were 217 economics teachers selected using the proportional probability sampling technique. The instrument used to collect the data was tried out to forty economics teachers. The instrument validity was measured using the CVR formula, and the instrument reliability was tested using construct reliability. The data were collected by means of questionnaires and then analyzed using descriptive analysis and Structural Equation Modeling (SEM). The results show that the teachers’ experience, training, facilities and infrastructure, self-efficacy, as well as motivation are at a low level. Likewise, the teachers’ TPACK seems to be low. Moreover, it is found that teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation have positive effects on teachers’ TPACK.

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Section: Introductionmentioning

confidence: 71%

Factors Affecting Teachers’ Technological Pedagogical and Content Knowledge (A Survey on Economics Teacher Knowledge)

Sojanah

Suwatno

Kodri

et al. 2021

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“…Ebenfalls sprechen die messfehlerkorrigierten Korrelationen zwischen den Kompetenzskalen der Studien für einen hohen Zusammenhang zwischen den NEPS-und LV-Kompetenzwerten. Dieser Zusammenhang fiel kleiner aus als die messfehlerkorrigierte Korrelation der Mathematik-Werte im NEPS und dem LV für die neunte Klasse (van den Ham et al 2017) und war ebenfalls kleiner als die messfehlerkorrigierte Korrelation der NEPS-und PISA-Naturwissenschaftswerte (Wagner et al 2018). Seine Höhe lag allerdings sehr nah an den in der vorliegenden Studie ermittelten Zusammenhängen der einzelnen LV-Tests (Biologie, Chemie und Physik im Modell 1).…”

Section: Dimensionale äQuivalenzunclassified

“…Die Anschlussfähigkeit des NEPS-Naturwissenschaftstests für die neunte Klassenstufe wurde bereits am PISA-Naturwissenschaftstest untersucht (Wagner et al 2014(Wagner et al , 2018. Die Ergebnisse dieses Vergleichs zeigten eine hohe Überschneidung der Rahmenkonzeptionen der Tests sowie eine hohe Vergleichbarkeit ihrer Kompetenzwerte und ihrer Kompetenzskalen.…”

Section: Introductionunclassified

Vergleichbarkeit der naturwissenschaftlichen Kompetenz in der neunten Klasse im Nationalen Bildungspanel und im IQB-Ländervergleich 2012

et al. 2019

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Zusammenfassung Verschiedene Schulleistungsstudien in Deutschland messen die Kompetenz von Schülerinnen und Schülern in den Naturwissenschaften am Ende der Sekundarstufe I, wie z. B. der IQB-Ländervergleich (LV; neuerdings IQB-Bildungstrend) und das Nationale Bildungspanel (NEPS). Die vorliegende Untersuchung beschäftigt sich mit der Überprüfung der dimensionalen Äquivalenz und der Skalenäquivalenz der Testwerte von NEPS und dem LV mit dem Ziel, die Skalen beider Studien miteinander zu verlinken. Zu diesem Zweck wurde eine Linking-Studie durchgeführt, in der 678 Schülerinnen und Schüler in einem Single-Group-Design die Aufgaben aus beiden Studien bearbeitet haben. Die Analysen zeigten eine hohe Vergleichbarkeit der NEPS-und LV-Testinstrumente hinsichtlich der faktoriellen Struktur der Daten sowie der Verteilung von Kompetenzwerten. Das Linking erfolgte mittels Equipercentile Equating und zeigte eine hohe Übereinstimmung der Testwertverteilung beider Studien sowie der Verteilung der Personen auf die Kompetenzstufen des LV.

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“…We performed a nonsystematic review in PubMed and Science Direct (using the terms, "reading comprehension" and "equating" or "concurrent calibration") and we found only 32 studies. From these, only nine were related to equating reading comprehension tasks with real data (Ree et al, 2003;Betts et al, 2009;von Davier, 2013;Liao et al, 2014;Dimitrov, 2016;Sandefur, 2018;Seo et al, 2018;Wagner et al, 2018;Rodrigues et al, 2020). In general, these studies present a wide diversity of approaches for reporting equating.…”

Section: Introductionmentioning

confidence: 99%

“…A great part of the research in the educational area used classic or observed scores approaches to equating (Ree et al, 2003;Betts et al, 2009;von Davier, 2013;Wagner et al, 2018). Most part of the studies that used IRT approach used Rasch models, which do not provide information about the discrimination of the items (Liao et al, 2014;Sandefur, 2018;Seo et al, 2018;Rodrigues et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Reading Comprehension Tests for Children: Test Equating and Specific Age-Interval Reports

et al. 2021

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Equating is used to directly compare alternate forms of tests. We describe the equating of two alternative forms of a reading comprehension test for Brazilian children (2nd to 5th grade), Form A (n = 427) and Form B (n = 321). We employed non-equivalent random groups design with internal anchor items. Local independence was attested via standardized residual Pearson's bivariate correlation. First, from 176 items, we selected 42 in each form (33 unique and 9 in common) using 2PL model, a one-dimensional item response theory (IRT) model. Using the equateIRT package for R, the anchor items were used to link both forms. Linking coefficients were estimated under two different methods (Haebara and Stocking–Lord), resulting in scores equating by two methods: observed score equating (OSE) and true score equating (TSE). We provided reference-specific age-intervals for the sample. The final version was informative for a wide range of theta abilities. We concluded that the forms could be used interchangeably.

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Are the tests scores of the Programme for International Student Assessment (PISA) and the National Educational Panel Study (NEPS) science tests comparable? An assessment of test equivalence in German Schools

Cited by 10 publications

References 17 publications

Factors Affecting Teachers’ Technological Pedagogical and Content Knowledge (A Survey on Economics Teacher Knowledge)

Factors Affecting Teachers’ Technological Pedagogical and Content Knowledge (A Survey on Economics Teacher Knowledge)

Vergleichbarkeit der naturwissenschaftlichen Kompetenz in der neunten Klasse im Nationalen Bildungspanel und im IQB-Ländervergleich 2012

Reading Comprehension Tests for Children: Test Equating and Specific Age-Interval Reports

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