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ORBilu is a project developed by
  Non‐cognitive vs. cognitive predictors for academic success –opportunities and limits of self‐assessments illustrated by the Viennese products; ; et al Scientific Conference (2012) Detailed reference viewed: 28 (0 UL) Designing the test booklets for Rasch model calibration in a large-scale assessment with reference to numerous moderator variables and several ability dimensions; ; 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 ▲] Detailed reference viewed: 73 (2 UL)Das Wiener Self-Assessment Psychologie mit seinen Verfahren der experimentalpsychologischen Verhaltensdiagnostik zur Messung studienfachübergreifender Soft SkillsSonnleitner, Philipp  ; ; in Rudinger, G.; Hörsch, K. (Eds.) Self-Assessment an Hochschulen: Von der Studienfachwahl zur Profilbildung (2009) Detailed reference viewed: 113 (0 UL)Large Scale Assessment at the Austrian Educational Standards: a Review; ; et al in Testing International (2008), 19 Detailed reference viewed: 88 (0 UL)Measuring the effect of multiple choice response format by some IRT models; ; et al Scientific Conference (2008) Detailed reference viewed: 29 (0 UL)Testtheoretische Analyse des Lese-Kompetenztests (8. Schulstufe) gemäß Bildungsstandards (Phase 2:2007); ; et al Report (2007) Detailed reference viewed: 34 (0 UL)Testtheoretische Analyse des Lese-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 2:2007); ; et al Report (2007) Detailed reference viewed: 24 (0 UL)Large-Scale Assessments zu den Bildungsstandards in Österreich: Testkonzept, Testdurchführung und Ergebnisverwertung; ; et al in Erziehung und Unterricht (2007), 157 Detailed reference viewed: 152 (0 UL)Testtheoretische Analyse des Lese-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 1: 2006); ; et al Report (2007) Detailed reference viewed: 20 (0 UL)Entwicklung von Standard-Tests zur Überprüfung der Bildungsstandards für Mathematik und Deutsch am Ende der 4. und 8. Schulstufe (Testungen 2006 und 2007); ; et al Report (2007) Detailed reference viewed: 34 (0 UL)Testtheoretische Analyse des Lese-Kompetenztests (8. Schulstufe) gemäß Bildungsstandards (Phase 1: 2006); ; et al Report (2007) Detailed reference viewed: 30 (0 UL) |
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