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 -