Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods

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Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods. / Nissen, Annika; Ehmke, Timo; Köller, Olaf et al.
in: Studies in Educational Evaluation, Jahrgang 47, 01.12.2015, S. 58–67.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{21bcfba0bdc5447a9301b9d87b0ed95c,
title = "Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods",
abstract = "The aim of this linking study is to classify the National Educational Panel Study (NEPS) according to the criterion based reference frame of the Trends in International Mathematics and Science Study (TIMSS). One requirement for a strong linking is a high conceptual overlap of the frameworks. The results of the comparison between NEPS and TIMSS indicate a high overlap. To link the studies the equipercentile equating and an IRT linking approach are compared. The results show that both methods showed similar descriptive statistics and satisfying classification consistency. Nevertheless, the equipercentile equating has small advantages and is therefore more suitable. Thus, inferences are possible on a population level, but the results should not be reported or interpreted on an individual level.",
keywords = "Empirical education research, Equating methods, Large scale assessment, Linking study, Mathematics competencies, Student assessment, TIMSS",
author = "Annika Nissen and Timo Ehmke and Olaf K{\"o}ller and Christoph Duchhardt",
note = "Funding Information: The project was funded by the Centre for International Student Assessment (ZIB) and the Federal Ministry of Education and Research (BMBF) in Germany. The authors would like to thank the ZIB and BMBF for their support. Publisher Copyright: {\textcopyright} 2015 Elsevier Ltd.",
year = "2015",
month = dec,
day = "1",
doi = "10.1016/j.stueduc.2015.07.003",
language = "English",
volume = "47",
pages = "58–67",
journal = "Studies in Educational Evaluation",
issn = "0191-491X",
publisher = "Elsevier B.V.",

}

RIS

TY - JOUR

T1 - Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods

AU - Nissen, Annika

AU - Ehmke, Timo

AU - Köller, Olaf

AU - Duchhardt, Christoph

N1 - Funding Information: The project was funded by the Centre for International Student Assessment (ZIB) and the Federal Ministry of Education and Research (BMBF) in Germany. The authors would like to thank the ZIB and BMBF for their support. Publisher Copyright: © 2015 Elsevier Ltd.

PY - 2015/12/1

Y1 - 2015/12/1

N2 - The aim of this linking study is to classify the National Educational Panel Study (NEPS) according to the criterion based reference frame of the Trends in International Mathematics and Science Study (TIMSS). One requirement for a strong linking is a high conceptual overlap of the frameworks. The results of the comparison between NEPS and TIMSS indicate a high overlap. To link the studies the equipercentile equating and an IRT linking approach are compared. The results show that both methods showed similar descriptive statistics and satisfying classification consistency. Nevertheless, the equipercentile equating has small advantages and is therefore more suitable. Thus, inferences are possible on a population level, but the results should not be reported or interpreted on an individual level.

AB - The aim of this linking study is to classify the National Educational Panel Study (NEPS) according to the criterion based reference frame of the Trends in International Mathematics and Science Study (TIMSS). One requirement for a strong linking is a high conceptual overlap of the frameworks. The results of the comparison between NEPS and TIMSS indicate a high overlap. To link the studies the equipercentile equating and an IRT linking approach are compared. The results show that both methods showed similar descriptive statistics and satisfying classification consistency. Nevertheless, the equipercentile equating has small advantages and is therefore more suitable. Thus, inferences are possible on a population level, but the results should not be reported or interpreted on an individual level.

KW - Empirical education research

KW - Equating methods

KW - Large scale assessment

KW - Linking study

KW - Mathematics competencies

KW - Student assessment

KW - TIMSS

UR - http://www.scopus.com/inward/record.url?scp=84946819019&partnerID=8YFLogxK

U2 - 10.1016/j.stueduc.2015.07.003

DO - 10.1016/j.stueduc.2015.07.003

M3 - Journal articles

VL - 47

SP - 58

EP - 67

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

SN - 0191-491X

ER -

DOI