Zobrazeno 1 - 10
of 527
pro vyhledávání: '"H, Carstensen"'
Publikováno v:
Large-scale Assessments in Education, Vol 12, Iss 1, Pp 1-11 (2024)
Abstract This editorial introduces a special issue of Large-Scale Assessments in Education (LSAE) that addresses key challenges in analyzing longitudinal data from large-scale studies. These challenges include ensuring fair measurement across time, d
Externí odkaz:
https://doaj.org/article/ddbd40eba9d74952aed1e99886ada2f5
Publikováno v:
Large-scale Assessments in Education, Vol 9, Iss 1, Pp 1-26 (2021)
Abstract Background After elementary school, students in Germany are separated into different school tracks (i.e., school types) with the aim of creating homogeneous student groups in secondary school. Consequently, the development of students’ rea
Externí odkaz:
https://doaj.org/article/522cecb067b24d9bb51c0cdb8994fbbd
Publikováno v:
SAGE Open, Vol 11 (2021)
This study applied a three-step latent class analysis (LCA) approach to explore latent classes of learning strategy use and their moderation effects on the relationships between motivation and mathematics performance. The data of 15-year-old students
Externí odkaz:
https://doaj.org/article/82693bf72add4a44a359faea1306da18
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
In the context of item response theory (IRT), linking the scales of two measurement points is a prerequisite to examine a change in competence over time. In educational large-scale assessments, non-identical test forms sharing a number of anchor-item
Externí odkaz:
https://doaj.org/article/53599c6075af4f7daeadbd0b5c7e8e86
Disengaged responding poses a severe threat to the validity of educational large-scale assessments, because item responses from unmotivated test-takers do not reflect their actual ability. Existing identification approaches rely primarily on item res
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::acb22816074f0b7ee0df05dcff9f3d86
https://doi.org/10.31219/osf.io/mexf3
https://doi.org/10.31219/osf.io/mexf3
Publikováno v:
Education Sciences, Vol 10, Iss 5, p 140 (2020)
Assessment literacy is a crucial aspect of teachers’ professional knowledge and relevant to fostering students’ learning. Concerning experimentation, teachers have to be able to assess student achievement when students form hypotheses, design exp
Externí odkaz:
https://doaj.org/article/70a4fa43945741039f7c75370dc76f71
Publikováno v:
Frontline Learning Research, Vol 5, Iss 1 (2017)
The investigation of learning processes by assessing students’ experience along with objective characteristics within a classroom context has a long tradition in empirical learning process research (e.g. Sembill, 1984 et passim; Wild & Krapp, 1996)
Externí odkaz:
https://doaj.org/article/186c5dfafa1a4063bcf6fc3b23778938
Publikováno v:
Journal of Survey Statistics and Methodology. 9:722-744
In large-scale educational assessments, interviewers should ensure standardized settings for all participants. However, in practice many interviewers do not strictly adhere to standardized field protocols. Therefore, systematic interviewer effects fo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::815257aaa6071c7dad6604e19339ae01
https://doi.org/10.1093/jssam/smaa015
https://doi.org/10.1093/jssam/smaa015
Publikováno v:
Large-scale Assessments in Education, Vol 9, Iss 1, Pp 1-26 (2021)
Background After elementary school, students in Germany are separated into different school tracks (i.e., school types) with the aim of creating homogeneous student groups in secondary school. Consequently, the development of students’ reading achi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::67045fed325018b2d4eb405b19a3db40
https://doi.org/10.1186/s40536-021-00116-2
https://doi.org/10.1186/s40536-021-00116-2
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