Ice Is Hot and Water Is Dry

IF 3.2 3区 心理学 Q2 PSYCHOLOGY, APPLIED European Journal of Psychological Assessment Pub Date : 2023-03-01 DOI:10.1027/1015-5759/a000691
Natalie Förster, Jörg-Tobias Kuhn
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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.
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冰是热的,水是干的
摘要:为了监控学生的学习进度,使教学适应学生的需求,教师越来越多地使用等效测试的重复评估。本研究探讨了等值阅读测验能否通过基于规则的题项设计成功开发。基于理论考虑,我们确定了单词、句子和文本三个层面的阅读理解特征,这些特征应该会影响阅读过程的难度和时间强度。采用最优设计算法,计算设计矩阵,制定了二年级德语阅读测试系列(quop-L2)的四种等效测试形式。共有7751名学生完成了测试。采用双变量题项反应理论(IRT)模型估计题项难度和时间强度参数以及人的能力和速度参数,并研究题项特征对题项参数的影响。结果表明,所有的项目属性显著影响项目难度或反应时间。此外,基于irt的测试信息功能和方差分析表明,四种不同的测试形式在单词、句子和文本水平上的难度和时间强度水平相似(均η 2 <.002)。使用N = 5,654名学生的样本成功地交叉验证了结果。
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来源期刊
CiteScore
6.40
自引率
4.00%
发文量
71
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.
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