Sensitivity of test items to teaching quality
| Autor: | Stephanie Musow, Johannes Hartig, Jan Hochweber, Svenja Rieser, Alexander Naumann |
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| Přispěvatelé: | PHSG - Institut Kompetenzdiagnostik, Schweizerischer Nationalfonds (SNF), Deutsche Forschungsgemeinschaft (DFG), PHSG - Institut Professionsforschung & Kompetenzentwicklung |
| Rok vydání: | 2019 |
| Předmět: |
Schwierigkeit
Active learning Testaufgabe Teaching method Primary school lower level Method of teaching Einflussfaktor Elementary School Wirkung Leistungstest Germany Empirische Bildungsforschung Developmental and Educational Psychology Measurement procedure Grundschüler Unterrichtsmethode media_common Primary school Test content Qualität Problem solving 05 social sciences Interpretation 050301 education Cognition Pädagogische Psychologie Aktives Lernen Quality Test (assessment) Datenanalyse Test analysis Test score Entdeckendes Lernen Quasi-Experiment Unterricht Test items Psychology Quasi-experiment Cognitive psychology Naturwissenschaftlicher Unterricht Erziehung Schul- und Bildungswesen media_common.quotation_subject Testkonstruktion education Natural sciences lessons Problemlösen behavioral disciplines and activities 050105 experimental psychology Education ddc:370 0501 psychology and cognitive sciences Quality (business) Sensitivity (control systems) Deutschland Grundschule Teaching Messverfahren Dauer Teaching quality Instructional sensitivity Educational effectiveness Validity Classroom assessment Discovery learning Teaching of science Antwort Testauswertung Difficulty 0503 education |
| Zdroj: | Learning and instruction (2019) 60, S. 41-53 Naumann, A., Rieser, S., Musow, S., Hochweber, J., & Hartig, J. (2019). Sensitivity of test items to teaching quality. Learning and Instruction, 60, 41-53. https://doi.org/10.1016/j.learninstruc.2018.11.002 Naumann, A., Rieser, S., Musow, S., Hochweber, J., & Hartig, J. (2017, November). Sensitivity of test items to teaching quality. Beitrag präsentiert beim Kolloquium der Abteilung Bildungsqualität und Evaluation (BIQUA), 15. November 2017, DIPF Frankfurt am Main. |
| ISSN: | 0959-4752 |
| DOI: | 10.1016/j.learninstruc.2018.11.002 |
| Popis: | Learning and Instruction, Vol. 60, S. 41-53 Instructional sensitivity is the psychometric capacity of tests or single items of capturing effects of classroom instruction. Yet, current item sensitivity measures’ relationship to (a) actual instruction and (b) overall test sensitivity is rather unclear. The present study aims at closing these gaps by investigating test and item sensitivity to teaching quality, reanalyzing data from a quasi-experimental intervention study in primary school science education (1026 students, 53 classes, Mage?=?8.79 years, SDage?=?0.49, 50% female). We examine (a) the correlation of item sensitivity measures and the potential for cognitive activation in class and (b) consequences for test score interpretation when assembling tests from items varying in their degree of sensitivity to cognitive activation. Our study (a) provides validity evidence that item sensitivity measures may be related to actual classroom instruction and (b) points out that inferences on teaching drawn from test scores may vary due to test composition. |
| Databáze: | OpenAIRE |
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