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See detailDesigning the test booklets for Rasch model calibration in a large-scale assessment with reference to numerous moderator variables and several ability dimensions
Kubinger, Klaus; Hohensinn, Christine; Hofer, Sandra et al

in Educational Research & Evaluation (2011), 17(6), 483-495

In large-scale assessments, it usually does not occur that every item of the applicable item pool is administered to every examinee. Within item response theory (IRT), in particular the Rasch model (1960 ... [more ▼]

In large-scale assessments, it usually does not occur that every item of the applicable item pool is administered to every examinee. Within item response theory (IRT), in particular the Rasch model (1960), this is not really a problem because item calibration works nevertheless. The different test booklets only need to be conceptualized according to a connected incomplete block design. Yet, connectedness of such a design should best be fulfilled severalfold, since deletion of some items in the course of the item pool’s IRT calibration may become necessary. The real challenge, however, is to meet constraints determined by numerous moderator variables such as different response formats and several topics of content – all the more so, if several ability dimensions are under consideration, the testing duration is strongly limited or individual scoring and feedback is an issue. In this article, we offer a report of how to deal with the resulting problems. Experience is based on the governmental project of the Austrian Educational Standards (Kubinger et al., 2007). [less ▲]

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See detailDoes the position of correct answers in multiple-choice items influence item difficulty?
Sonnleitner, Philipp UL; Hohensinn, Christine; Kubinger, K.D. et al

Scientific Conference (2009)

Due to economical reasons, the multiple-choice response format is often the preferred response format for test construction, especially in large-scale-assessments which claim for quick processing on the ... [more ▼]

Due to economical reasons, the multiple-choice response format is often the preferred response format for test construction, especially in large-scale-assessments which claim for quick processing on the examinees side and automated scoring on test makers side. As a disadvantage, research on effects of answer-key balancing and various “response sets” indicates an unfavourable influence of the position of correct answers on item difficulty. To examine this effect, two different multiple-choice response formats (“1 out of 6” and “2 out of 5”) were administered in 3 versions each (correct answers at extreme position, middle position or random) in the course of a large-scale competence assessment in reading comprehension. Furthermore, to investigate age-dependent effects this design was applied to 4th and 8th grade students and finally analyzed using the LLTM (Fischer, 1973). Results give useful hints for further test developments, especially in the field of Large-Scale-Assessments. [less ▲]

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See detailLarge Scale Assessment at the Austrian Educational Standards: a Review
Kubinger, K. D.; Frebort, Martina; Khorramdel, Lale et al

in Testing International (2008), 19

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See detailMeasuring the effect of multiple choice response format by some IRT models
Hohensinn, Christine; Kubinger, K.D.; Holocher-Ertl, Stefana et al

Scientific Conference (2008)

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See detailLarge-Scale Assessments zu den Bildungsstandards in Österreich: Testkonzept, Testdurchführung und Ergebnisverwertung
Kubinger, K. D.; Frebort, Martina; Holocher-Ertl, Stefana et al

in Erziehung und Unterricht (2007), 157

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See detailTesttheoretische Analyse des Lese-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 1: 2006)
Hohensinn, Christine; Reif, Manuel; Gruber, Kathrin et al

Report (2007)

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See detailTesttheoretische Analyse des Lese-Kompetenztests (8. Schulstufe) gemäß Bildungsstandards (Phase 2:2007)
Gruber, Kathrin; Reif, Manuel; Hohensinn, Christine et al

Report (2007)

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See detailTesttheoretische Analyse des Lese-Kompetenztests (8. Schulstufe) gemäß Bildungsstandards (Phase 1: 2006)
Hohensinn, Christine; Reif, Manuel; Gruber, Kathrin et al

Report (2007)

Detailed reference viewed: 20 (0 UL)
See detailTesttheoretische Analyse des Lese-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 2:2007)
Gruber, Kathrin; Reif, Manuel; Hohensinn, Christine et al

Report (2007)

Detailed reference viewed: 16 (0 UL)