dc.contributor.author
Pohl, Steffi
dc.contributor.author
Südkamp, Anna
dc.contributor.author
Hardt, Katinka
dc.contributor.author
Carstensen, Claus H.
dc.contributor.author
Weinert, Sabine
dc.date.accessioned
2018-06-08T03:00:20Z
dc.date.available
2016-05-20T07:21:48.501Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/14299
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-18494
dc.description.abstract
Assessing competencies of students with special educational needs in learning
(SEN-L) poses a challenge for large-scale assessments (LSAs). For students
with SEN-L, the available competence tests may fail to yield test scores of
high psychometric quality, which are—at the same time—measurement invariant to
test scores of general education students. We investigated whether we can
identify a subgroup of students with SEN-L, for which measurement invariant
competence measures of adequate psychometric quality may be obtained with
tests available in LSAs. We furthermore investigated whether differences in
test-taking behavior may explain dissatisfying psychometric properties and
measurement non-invariance of test scores within LSAs. We relied on person fit
indices and mixture distribution models to identify students with SEN-L for
whom test scores with satisfactory psychometric properties and measurement
invariance may be obtained. We also captured differences in test-taking
behavior related to guessing and missing responses. As a result we identified
a subgroup of students with SEN-L for whom competence scores of adequate
psychometric quality that are measurement invariant to those of general
education students were obtained. Concerning test taking behavior, there was a
small number of students who unsystematically picked response options.
Removing these students from the sample slightly improved item fit.
Furthermore, two different patterns of missing responses were identified that
explain to some extent problems in the assessments of students with SEN-L.
en
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/
dc.subject
special educational needs
dc.subject
competence assessment
dc.subject
item response theory
dc.subject
mixture models
dc.subject
test-taking behavior
dc.subject
missing responses
dc.subject.ddc
100 Philosophie und Psychologie::150 Psychologie
dc.title
Testing Students with Special Educational Needs in Large-Scale Assessments –
Psychometric Properties of Test Scores and Associations with Test Taking
Behavior
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation
Front. Psychol. - 7 (2016), Artikel Nr. 154
dcterms.bibliographicCitation.doi
10.3389/fpsyg.2016.00154
dcterms.bibliographicCitation.url
http://journal.frontiersin.org/article/10.3389/fpsyg.2016.00154/abstract
refubium.affiliation
Erziehungswissenschaft und Psychologie
de
refubium.funding
Deutsche Forschungsgemeinschaft (DFG)
refubium.mycore.fudocsId
FUDOCS_document_000000024225
refubium.note.author
Gefördert durch die DFG und den Open-Access-Publikationsfonds der Freien
Universität Berlin.
refubium.resourceType.isindependentpub
no
refubium.mycore.derivateId
FUDOCS_derivate_000000006176
dcterms.accessRights.openaire
open access