Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

Thank you for downloading applied missing data analysis. Maybe you have knowledge that, people have look hundreds times for their favorite readings like this applied missing data analysis, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their laptop. applied missing data analysis is available in our digital library an online access to it is set as public so you can download it instantly. Our digital library hosts in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the applied missing data analysis is universally compatible with any devices to read.

Applied Missing Data Analysis

Statistical Analysis With Missing Data (2nd ed.) (Book)

Zusammenfassung. Internationale Schulleistungsstudien wie das Programme for International Student Assessment (PISA) dienen den teilnehmenden Landern zur Feststellung der Leistungsfahigkeit ihrer Schulsysteme. In PISA wird die Zielpopulation (15-jahrige Schulerinnen und Schuler) alle 3 Jahre getestet. Von besonderer Bedeutung sind dabei die Trendinformationen, die fur die Zielpopulation ausweisen, ob sich ihre Leistungen gegenuber denen aus fruheren Erhebungen verandert haben. Um solche Trends valide interpretieren zu konnen, sollten die PISA-Erhebungen unter moglichst vergleichbaren Bedingungen durchgefuhrt und die verwendeten statistischen Verfahren vergleichbar bleiben. In PISA 2015 wurde erstmalig computerbasiert getestet; zuvor mittels Papier-und-Bleistift-Tests. Es wurde das Skalierungsmodell verandert und in den Naturwissenschaften wurden neue Aufgabenformate eingesetzt. Im vorliegenden Beitrag gehen wir anhand der nationalen PISA-Stichproben von 2000 bis 2015 der Frage nach, inwiefern der Wechsel d...

https://econtent.hogrefe.com/doi/pdf/10.1026/0012-1924/a000177

Herausforderungen bei der Schätzung von Trends in Schulleistungsstudien

The assessment of problem-solving skills heavily relies on computer-based assessment (CBA). In CBA, all student interactions with the assessment system are automatically stored. Using the accumulated data, the individual test-taking processes can be reproduced at any time. Going one step further, recorded processes can even be used to extend the problem-solving assessment itself: the test-taking process-related data gives us the opportunity to 1) examine human-computer interactions via traces left in the log file; 2) map students’ response processes to find distinguishable problem-solving strategies; and 3) discover relationships between students’ activities and task performance. This chapter describes how to extract process-related information from event logs, how to use these data in problem-solving assessments and describes methods which help discover novel, useful information based on individual problem-solving behaviour.

Educational process mining: New possibilities for understanding students' problem-solving skills

(ProQuest: ... denotes formulae omitted.)If different versions of a test are used and test scores are meant to be comparable between examinees, an investigation of the differences between those test versions is required (Parshall, Spray, Kalohn, & Davey, 2002; Wang & Kolen, 2001). Currently, a frequent case in which two versions of test instruments come into play in large-scale assessments involves a change in the administration mode from paper-based (PBA) to computer-based assessment (CBA; e.g., PIAAC, OECD, 2015; PISA, OECD, 2014a). Potential differences between scores on tests administered in different modes might be the result of mode effects, even if the computerization was conducted in such a way so as to make the test versions in each mode as comparable as possible. As a result, individuals with the same ability level completing the test in different modes may not obtain the same test score, meaning that scores cannot be used interchangeably (Raju, Laffitte, & Byrne, 2002; Van den Noortgate & De Boeck, 2005). Paper-based and computer-based assessments differ in measurement properties (e.g., test layout, navigation of the test and the handling of input devices, see Kroehne & Martens, 2011), which may in turn affect the comparability of their psychometric properties. Thus, differences between modes might not only be caused by a single measurement property but also by an amalgamation of the properties described as potential sources of mode effects in the next section. The probability of mode effects is assumed to increase "the more complicated it is to present or take the test on computer" (Pommerich, 2004, pp.3-4).A change in administration mode can have an effect on psychometric properties like construct validity and the difficulty and discrimination of the test or single items (Mead & Drasgow, 1993; Puhan, Boughton, & Kim, 2007). The intended use of test scores and test score interpretations determine which psychometric properties have to be equivalent across modes. Those properties serve as criteria of equivalence, and the goal of a mode effect study is to try to falsify their equivalence.Reviews of the literature reveal inconsistent findings regarding the equivalence of computerand paper-based tests, meaning that some studies have falsified the equivalence hypothesis, whereas others have not (see Wang, Jiao, Young, Brooks, & Olson, 2008 for an extensive overview). One reason for these heterogeneous findings may be that there are a wide variety of methods used in mode effect studies (cf. Schroeders & Wilhelm, 2011; Wang, et al., 2008). These range from approaches based on classical test theory (CTT) to those based on item response theory (IRT). In addition, differences in sample sizes and thus the power of statistical tests allow for the detection of some effects of the administration mode, while others remain hidden. Although many studies have found no significant mode effects, the heterogeneity of results indicates that, in general, the existence of mode effects cannot be ruled out, and there are no reliable computerization rules to prevent mode effects. Thus, the appropriateness of comparisons has to be investigated in equivalence studies, whose findings must be documented as required by testing standards (e.g., AERA, APA, & NCME, 2014; American Psychological Association, Committee on Professional Standards [COPS] and Committee on Psychological Tests and Assessments [CPTA], 1986; Association of Test Publishers [ATP], 2000; International Test Commission [ITC], 2005).In the context of current international and national large-scale assessments, computerbased testing is becoming more and more common. Thus, the comparability of comput- er-based and paper-based tests is highly important, since it is a prerequisite for comparing more recent computerized scores with scores from previous cycles or with participants or countries in the same cycle completing the traditional paper-and-pencil form (OECD, 2014a). …

The Transition to Computer-Based Testing in Large-Scale Assessments: Investigating (Partial) Measurement Invariance between Modes

A validity approach is proposed that uses processing times to collect validity evidence for the construct interpretation of test scores. The rationale of the approach is based on current research of processing times and on classical validity approaches, providing validity evidence based on relationships with other variables. Within the new approach, convergent validity evidence is obtained if a component skill, that is expected to underlie the task solution process in the target construct, positively moderates the relationship between effective speed and effective ability in the corresponding target construct. Discriminant validity evidence is provided if a component skill, that is not expected to underlie the task solution process in the target construct, does indeed not moderate the speed-ability relation in this target construct. Using data from a study that follows up the German PIAAC sample, this approach was applied to reading competence, assessed with PIAAC literacy items, and to quantitative reasoning, assessed with Number Series. As expected from theory, the effect of speed on ability in the target construct was only moderated by the respective underlying component skill, that is, word meaning activation skill as an underlying component skill of reading competence, and perceptual speed as an underlying component skill of reasoning. Accordingly, no positive interactions were found for the component skill that should not underlie the task solution process, that is, word meaning activation for reasoning and perceptual speed for reading. Furthermore, the study shows the suitability of the proposed validation approach. The use of time information in association with task results brings construct validation closer to the actual response process than widely used correlations of test scores.

/pdf/validating-test-score-interpretations-using-time-information-lv8k1jlzkk.pdf

Validating Test Score Interpretations Using Time Information.

Wir zeigen anhand von Feldtestdaten des «Programme for the International Assessment of Adult Competencies» (PIAAC) in Deutschland (N = 661) und Kanada (N = 411), dass sich der Erfolg beim Losen Technologiebasierter Probleme aus der Anzahl der Interaktionen mit dem System vorhersagen lasst. Dabei war der Zusammenhang umgekehrt U-formig. Optimale Losungsraten resultierten bei einer uberdurchschnittlichen Anzahl von Interaktionen. Weiterhin wurde der Zusammenhang durch Merkmale der Aufgabe moderiert. Es resultierte vor allem bei Aufgaben, die eine hohe Zahl von Navigationsschritten erfordern, ein stark positiver Zusammenhang. Entgegen den Erwartungen resultierte bei wohl definierten Aufgaben ein hoherer Zusammenhang zwischen der Anzahl von Interaktionen und der Losungsrate als bei schwach definierten Aufgaben. Die Ergebnisse aus der deutschen und kanadischen Stichprobe waren parallel.

Frank Goldhammer

Papers

Herausforderungen bei der Schätzung von Trends in Schulleistungsstudien

Educational process mining: New possibilities for understanding students' problem-solving skills

The Transition to Computer-Based Testing in Large-Scale Assessments: Investigating (Partial) Measurement Invariance between Modes

Validating Test Score Interpretations Using Time Information.

Erfolgreiches Problemlösen in technologiebasierten Umgebungen: Wechselwirkungen zwischen Interaktionsschritten und Aufgabenanforderungen