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Testing students with special educational needs in large-scale assessments : Psychometric properties of test scores and associations with test taking behavior
Carstensen, Claus H.; Weinert, Sabine; Pohl, Steffi; u. a. (2016): Testing students with special educational needs in large-scale assessments : Psychometric properties of test scores and associations with test taking behavior, in: Frontiers in Psychology, Lausanne: Frontiers Research Foundation, Jg. 9, Nr. 23 February 2016, doi: 10.3389/fpsyg.2016.00154.
Author:
Title of the Journal:
Frontiers in Psychology
ISSN:
1664-1078
Publisher Information:
Year of publication:
2016
Volume:
9
Issue:
23 February 2016
Pages:
Language:
English
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.
GND Keywords:
Sonderpädagogische Diagnostik
Keywords: ; ; ; ; ; ; ;
special educational needs
competence assessment
large-scale
item response theory
mixture models
test-taking behavior
guessing
missing responses
DDC Classification:
Peer Reviewed:
Yes:
International Distribution:
Yes:
Type:
Article
Activation date:
May 27, 2016
Versioning
Question on publication
Permalink
https://fis.uni-bamberg.de/handle/uniba/40435