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

Leibniz Institute for Science and Mathematics Education

Research output: Journal contributions › Journal articles › Research › peer-review

10 Citations (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.

Original language	English
Journal	Studies in Educational Evaluation
Volume	47
Pages (from-to)	58–67
Number of pages	10
ISSN	0191-491X
DOIs	https://doi.org/10.1016/j.stueduc.2015.07.003
Publication status	Published - 01.12.2015

Bibliographical 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:
© 2015 Elsevier Ltd.

Research areas and keywords

Empirical education research
Equating methods
Large scale assessment
Linking study
Mathematics competencies
Student assessment
TIMSS

ASJC Scopus Subject Areas

Education

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10.1016/j.stueduc.2015.07.003

1 Finished
1 Active

Äquivalenz der Kompetenzmessung in Mathematik in der Primarstufe zwischen NEPS, TIMSS und dem Ländervergleich
Nissen, A. (Project manager, academic)
01.11.11 → …
Project: Dissertation project
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. (Project manager, academic), Schöps, K. (Partner), Rönnebeck, S. (Partner), Hahn, I. (Partner), Knopp, E. (Partner), Köller, O. (Partner), Nissen, A. (Project manager, academic) & Ham, A.-K. (Project manager, academic)
Federal Ministry of Education and Research
01.01.12 → 31.03.15
Project: Research

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Cite this

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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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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

Bibliographical note

Research areas and keywords

ASJC Scopus Subject Areas

Access to Document

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Projects

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

Cite this