{"title":"Ice Is Hot and Water Is Dry","authors":"Natalie Förster, Jörg-Tobias Kuhn","doi":"10.1027/1015-5759/a000691","DOIUrl":null,"url":null,"abstract":"Abstract: To monitor students’ progress and adapt instruction to students’ needs, teachers increasingly use repeated assessments of equivalent tests. The present study investigates whether equivalent reading tests can be successfully developed via rule-based item design. Based on theoretical considerations, we identified 3-item features for reading comprehension at the word, sentence, and text levels, respectively, which should influence the difficulty and time intensity of reading processes. Using optimal design algorithms, a design matrix was calculated, and four equivalent test forms of the German reading test series for second graders (quop-L2) were developed. A total of N = 7,751 students completed the tests. We estimated item difficulty and time intensity parameters as well as person ability and speed parameters using bivariate item response theory (IRT) models, and we investigated the influence of item features on item parameters. Results indicate that all item properties significantly affected either item difficulty or response time. Moreover, as indicated by the IRT-based test information functions and analyses of variance, the four different test forms showed similar levels of difficulty and time-intensity at the word, sentence, and text levels (all η 2 < .002). Results were successfully cross-validated using a sample of N = 5,654 students.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":"308 1","pages":"0"},"PeriodicalIF":3.2000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychological Assessment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1027/1015-5759/a000691","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
引用次数: 4
Abstract
Abstract: To monitor students’ progress and adapt instruction to students’ needs, teachers increasingly use repeated assessments of equivalent tests. The present study investigates whether equivalent reading tests can be successfully developed via rule-based item design. Based on theoretical considerations, we identified 3-item features for reading comprehension at the word, sentence, and text levels, respectively, which should influence the difficulty and time intensity of reading processes. Using optimal design algorithms, a design matrix was calculated, and four equivalent test forms of the German reading test series for second graders (quop-L2) were developed. A total of N = 7,751 students completed the tests. We estimated item difficulty and time intensity parameters as well as person ability and speed parameters using bivariate item response theory (IRT) models, and we investigated the influence of item features on item parameters. Results indicate that all item properties significantly affected either item difficulty or response time. Moreover, as indicated by the IRT-based test information functions and analyses of variance, the four different test forms showed similar levels of difficulty and time-intensity at the word, sentence, and text levels (all η 2 < .002). Results were successfully cross-validated using a sample of N = 5,654 students.
期刊介绍:
The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.