Measuring mathematics competence in international and national large scale assessments: Linking PISA and the National Educational Panel Study in Germany
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
In: Studies in Educational Evaluation, Vol. 65, 100847, 01.06.2020.
Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Measuring mathematics competence in international and national large scale assessments
T2 - Linking PISA and the National Educational Panel Study in Germany
AU - Ehmke, Timo
AU - Ham, Ann-Katrin
AU - Sälzer, Christine
AU - Heine, Jörg
AU - Prenzel, Manfred
N1 - The study 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: © 2020 The Authors
PY - 2020/6/1
Y1 - 2020/6/1
N2 - This study examines a linkage between the international mathematics scale of the Programme for International Student Assessment (PISA 2012) and the mathematics assessment taken from the German National Educational Panel Study (NEPS). The linking was realized by a separate linking study that uses a single group design. The sample consists of n = 1,270 9th graders from 78 German secondary schools. The equipercentile linking leads to close descriptive scale characteristics (means, standard deviation, and skewness) between the original PISA mathematics scale and the PISA score equivalents. The linking was stable over the four subgroups (gender, migration background, books at home, and school type). Altogether, the results indicate that assigning students to PISA proficiency levels given their NEPS mathematics test score, the PISA score equivalents produce a similar distribution of students reaching the PISA proficiency levels at a group level.
AB - This study examines a linkage between the international mathematics scale of the Programme for International Student Assessment (PISA 2012) and the mathematics assessment taken from the German National Educational Panel Study (NEPS). The linking was realized by a separate linking study that uses a single group design. The sample consists of n = 1,270 9th graders from 78 German secondary schools. The equipercentile linking leads to close descriptive scale characteristics (means, standard deviation, and skewness) between the original PISA mathematics scale and the PISA score equivalents. The linking was stable over the four subgroups (gender, migration background, books at home, and school type). Altogether, the results indicate that assigning students to PISA proficiency levels given their NEPS mathematics test score, the PISA score equivalents produce a similar distribution of students reaching the PISA proficiency levels at a group level.
KW - Empirical education research
KW - Student evaluation
KW - Evaluation methods
KW - linking study
KW - mathematics conpetencies
KW - Mathematic achievement
KW - large scale assessment
KW - equipercentile equating
KW - PISA
KW - NEPS
UR - http://www.scopus.com/inward/record.url?scp=85079388099&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/1669bba9-2e4f-3661-8846-b494757a917a/
U2 - 10.1016/j.stueduc.2020.100847
DO - 10.1016/j.stueduc.2020.100847
M3 - Journal articles
VL - 65
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
SN - 0191-491X
M1 - 100847
ER -