A Comparison of Latent Class Analysis and the Mixture Rasch Model Using 8th Grade Mathematics Data in the Fourth International Mathematics and Science Study (TIMSS-2011)

Autor/inn/en	Toker, Turker; Green, Kathy
Titel	A Comparison of Latent Class Analysis and the Mixture Rasch Model Using 8th Grade Mathematics Data in the Fourth International Mathematics and Science Study (TIMSS-2011)
Quelle	In: International Journal of Assessment Tools in Education, 8 (2021) 4, S.959-974 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Toker, Turker) ORCID (Green, Kathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-7456
Schlagwörter	Multivariate Analysis; Structural Equation Models; Item Response Theory; Achievement Tests; Foreign Countries; Elementary Secondary Education; Mathematics Achievement; International Assessment; Mathematics Tests; Grade 8; Psychometrics; Test Validity; Educational Research; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Multivariate Analyse; Item-Response-Theorie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Psychometry; Psychometrie; Testvalidität; Bildungsforschung; Pädagogische Forschung
Abstract	This study provides a comparison of the results of latent class analysis (LCA) and mixture Rasch model (MRM) analysis using data from the Trends in International Mathematics and Science Study -- 2011 (TIMSS-2011) with a focus on the 8th-grade mathematics section. The research study focuses on the comparison of LCA and MRM to determine if results obtained differ when the assumed psychometric model differs. Also, a log-linear analysis was conducted to understand the interactions between latent classes identified by LCA and MRM. Response data to the three booklets were used to run latent class analysis using Mplus 7.31 (Muthén & Muthén, 2012a) for LCA and WINMIRA (von Davier, 2001a). The findings of this paper do not reveal unequivocally whether a model based on primarily qualitative differences (LCA), that is, different strategies, instructional differences, curriculum etc. or a model including additional factors of quantitative differences within strategies (MRM) should be used with this particular dataset. Both of the tests provided similar results with more or less similar interpretations. Both techniques fit the data similarly, a result found in prior research. Nonetheless, for tests similar to TIMSS exams, item difficulty parameters can be useful for educational researchers giving potential priority to use of MRM. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01