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Autor/inn/en | Kunina-Habenicht, Olga; Rupp, André A.; Wilhelm, Oliver |
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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 |
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 |