| 1 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
|
|
|
|
In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
NEPS technical report for science: Scaling results of starting cohort 3 in 6th grade
|
|
|
|
In: Bamberg : Leibniz Institute for Educational Trajectories 2016, 28 S. - (NEPS Survey Paper; 5) (2016)
|
|
Abstract:
The National Educational Panel Study (NEPS) aims at investigating the development of competences across the whole life span and designs tests for assessing these different competence domains. In order to evaluate the quality of the competence tests, a wide range of analyses have been performed based on item response theory (IRT). This paper describes the data on scientific literacy for starting cohort 3 in grade 6. Besides presenting descriptive statistics for the data, the scaling model applied to estimate competence scores and analyses performed to investigate the quality of the scale as well as the results of these analyses are also explained. The science test in grade 6 originally consisted of 27 multiple choice and complex multiple choice items and covered two knowledge domains as well as three different contexts. The test was administered to 4,871 students. A Partial Credit Model was used for scaling the data. Item fit statistics, differential item functioning, Rasch-homogeneity, and the tests’ dimensionality were evaluated to ensure the quality of the test. Two items had to be eliminated due to insufficient item discrimination. The results of the remaining 25 items illustrate good item fit values and measurement invariance across various subgroups. Moreover, the test showed a high reliability. As the correlations between the two knowledge domains are very high in a multidimensional model, the assumption of unidimensionality seems adequate. Among the challenges of this test is the lack of very difficult items. But overall, the results emphasize the good psychometric properties of the science test, thus supporting the estimation of reliable scientific literacy scores. In this paper, the data available in the Scientific Use File are described and the ConQuest-Syntax for scaling the data is provided. (IPN/Orig.)
|
|
Keyword:
Competency measurement; Conception of science; ddc:370; Deutschland; Education; Empirische Bildungsforschung; Erhebungsinstrument; Erziehung; Germany; Item Response theory; Item-Response-Theorie; Kompetenzentwicklung; Kompetenzmessung; Längsschnittuntersuchung; Langzeituntersuchung; Lebensspanne; Longitudinal analysis; Longitudinal study; Mail surveys; Qualitätssicherung; Quality assurance; Scale construction; School year; School year 06; Schul- und Bildungswesen; Schuljahr 06; Schulpädagogik; Scientific work; Skalenkonstruktion; Skalierung; Skill development; Skills measurement; Skills measurements; Test format; Test reliability; Testentwicklung; Testreliabilität; Wissenschaftliches Arbeiten; Wissenschaftliches Denken; Wissenschaftsverständnis
|
|
URL: https://www.pedocs.de/volltexte/2017/12713/pdf/FunkeKaehlerHahn_2016_NEPS_Technical_Report.pdf
https://www.pedocs.de/volltexte/2017/12713/
http://nbn-resolving.de/urn:nbn:de:0111-pedocs-127138
|
|
BASE
|
|
Hide details
|
|
|
| 4 |
NEPS technical report for science: Scaling results of starting cohort 4 in 11th grade
|
|
Hahn, Inga; Kähler, Jana. - : Leibniz Institute for Educational Trajectories, National Educational Panel Study, 2016. : Bamberg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
|
|
In: Bamberg : Leibniz Institute for Educational Trajectories, National Educational Panel Study 2016, 27 S. - (NEPS Survey Paper; 6) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Denken und Verstehen beim naturwissenschaftlichen Problemlösen. Eine explorative Studie ... : Students plan and evaluate an experiment. Thinking and understanding during scientific problem-solving ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Denken und Verstehen beim naturwissenschaftlichen Problemlösen. Eine explorative Studie ; Students plan and evaluate an experiment. Thinking and understanding during scientific problem-solving
|
|
|
|
In: Zeitschrift für interpretative Schul- und Unterrichtsforschung 2 (2013), S. 58-86 (2013)
|
|
BASE
|
|
Show details
|
|
|
|
|
