Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods

Annika Nissen; Timo Ehmke; Olaf  Köller; Christoph Duchhardt

doi:10.1016/j.stueduc.2015.07.003

Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods

Annika Nissen
, Timo Ehmke
, Olaf Köller
, Christoph Duchhardt

IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › Begutachtung

10 Zitate (Scopus)

Abstract

The aim of this linking study is to classify the National Educational Panel Study (NEPS) according to the criterion based reference frame of the Trends in International Mathematics and Science Study (TIMSS). One requirement for a strong linking is a high conceptual overlap of the frameworks. The results of the comparison between NEPS and TIMSS indicate a high overlap. To link the studies the equipercentile equating and an IRT linking approach are compared. The results show that both methods showed similar descriptive statistics and satisfying classification consistency. Nevertheless, the equipercentile equating has small advantages and is therefore more suitable. Thus, inferences are possible on a population level, but the results should not be reported or interpreted on an individual level.

Originalsprache	Englisch
Zeitschrift	Studies in Educational Evaluation
Jahrgang	47
Seiten (von - bis)	58–67
Seitenumfang	10
ISSN	0191-491X
DOIs	https://doi.org/10.1016/j.stueduc.2015.07.003
Publikationsstatus	Erschienen - 01.12.2015

Bibliographische Notiz

Publisher Copyright:
© 2015 Elsevier Ltd.

Fachgebiete und Schlagwörter

Empirische Bildungsforschung

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination

Zugriff auf Dokument

10.1016/j.stueduc.2015.07.003

1 Abgeschlossen
1 Laufend

Äquivalenz der Kompetenzmessung in Mathematik in der Primarstufe zwischen NEPS, TIMSS und dem Ländervergleich
Nissen, A. (Wissenschaftliche Projektleiter*in)
01.11.11 → …
Projekt: Dissertationsprojekt
PISA-NEPS Validierungsstudie: PISA, Bildungsstandards und die National Educational Panel Study (NEPS). Vergleich der Rahmenkonzepte und Validierung der NEPS-Testinstrumente in den Naturwissenschaften und in der Mathematik
Ehmke, T. (Wissenschaftliche Projektleiter*in), Schöps, K. (Partner*in), Rönnebeck, S. (Partner*in), Hahn, I. (Partner*in), Knopp, E. (Partner*in), Köller, O. (Partner*in), Nissen, A. (Wissenschaftliche Projektleiter*in) & Ham, A.-K. (Wissenschaftliche Projektleiter*in)
Bundesministerium für Bildung und Forschung
01.01.12 → 31.03.15
Projekt: Forschung

Datei

Dieses zitieren

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title = "Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods",

abstract = "The aim of this linking study is to classify the National Educational Panel Study (NEPS) according to the criterion based reference frame of the Trends in International Mathematics and Science Study (TIMSS). One requirement for a strong linking is a high conceptual overlap of the frameworks. The results of the comparison between NEPS and TIMSS indicate a high overlap. To link the studies the equipercentile equating and an IRT linking approach are compared. The results show that both methods showed similar descriptive statistics and satisfying classification consistency. Nevertheless, the equipercentile equating has small advantages and is therefore more suitable. Thus, inferences are possible on a population level, but the results should not be reported or interpreted on an individual level.",

keywords = "Empirical education research, Equating methods, Large scale assessment, Linking study, Mathematics competencies, Student assessment, TIMSS",

author = "Annika Nissen and Timo Ehmke and Olaf K{\"o}ller and Christoph Duchhardt",

note = "Funding Information: The project was funded by the Centre for International Student Assessment (ZIB) and the Federal Ministry of Education and Research (BMBF) in Germany. The authors would like to thank the ZIB and BMBF for their support. Publisher Copyright: {\textcopyright} 2015 Elsevier Ltd.",

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doi = "10.1016/j.stueduc.2015.07.003",

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AU - Nissen, Annika

AU - Ehmke, Timo

AU - Köller, Olaf

AU - Duchhardt, Christoph

N1 - Funding Information: The project was funded by the Centre for International Student Assessment (ZIB) and the Federal Ministry of Education and Research (BMBF) in Germany. The authors would like to thank the ZIB and BMBF for their support. Publisher Copyright: © 2015 Elsevier Ltd.

PY - 2015/12/1

Y1 - 2015/12/1

N2 - The aim of this linking study is to classify the National Educational Panel Study (NEPS) according to the criterion based reference frame of the Trends in International Mathematics and Science Study (TIMSS). One requirement for a strong linking is a high conceptual overlap of the frameworks. The results of the comparison between NEPS and TIMSS indicate a high overlap. To link the studies the equipercentile equating and an IRT linking approach are compared. The results show that both methods showed similar descriptive statistics and satisfying classification consistency. Nevertheless, the equipercentile equating has small advantages and is therefore more suitable. Thus, inferences are possible on a population level, but the results should not be reported or interpreted on an individual level.

AB - The aim of this linking study is to classify the National Educational Panel Study (NEPS) according to the criterion based reference frame of the Trends in International Mathematics and Science Study (TIMSS). One requirement for a strong linking is a high conceptual overlap of the frameworks. The results of the comparison between NEPS and TIMSS indicate a high overlap. To link the studies the equipercentile equating and an IRT linking approach are compared. The results show that both methods showed similar descriptive statistics and satisfying classification consistency. Nevertheless, the equipercentile equating has small advantages and is therefore more suitable. Thus, inferences are possible on a population level, but the results should not be reported or interpreted on an individual level.

KW - Empirical education research

KW - Equating methods

KW - Large scale assessment

KW - Linking study

KW - Mathematics competencies

KW - Student assessment

KW - TIMSS

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DO - 10.1016/j.stueduc.2015.07.003

M3 - Journal articles

SN - 0191-491X

VL - 47

SP - 58

EP - 67

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

ER -

Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods

Abstract

Bibliographische Notiz

Fachgebiete und Schlagwörter

ASJC Scopus Sachgebiete

Zugriff auf Dokument

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Projekte

Äquivalenz der Kompetenzmessung in Mathematik in der Primarstufe zwischen NEPS, TIMSS und dem Ländervergleich

PISA-NEPS Validierungsstudie: PISA, Bildungsstandards und die National Educational Panel Study (NEPS). Vergleich der Rahmenkonzepte und Validierung der NEPS-Testinstrumente in den Naturwissenschaften und in der Mathematik

Dieses zitieren