An Examination of the Instructional Sensitivity of the TIMSS Math Items: A Hierarchical Differential Item Functioning Approach
An Examination of the Instructional Sensitivity of the TIMSS Math Items: A Hierarchical Differential Item Functioning Approach
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TIMSS 数学项目的教学敏感性检验：分层差异项目功能方法
DOI：
10.1080/10627197.2016.1271702
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发表时间：
2017
影响因子：
1.5
通讯作者：
Pui‐wa Lei
中科院分区：
文献类型：
--
作者：
Hongli Li;Qi Qin;Pui‐wa Lei
摘要近年来，学生的考试成绩被用来评价教师的工作表现。这种做法的基本假设是，学生的考试表现反映了教师的教学。然而，这一假设通常没有经过实证检验。在本研究中，我们采用项目功能差异的方法，在项目水平上考察了教师指导对测试成绩的影响。这些项目来自美国TIMSS 2011年四年级数学考试。具体来说，我们测试了在控制了学生水平和班级水平的协变量的情况下，接受过给定项目指导的学生在该项目上的表现是否显著优于没有接受过此类指导的学生。本研究提供了初步的研究结果，为什么有些项目显示教学敏感性，并揭示了如何开发教学敏感的项目。最后，本文也讨论了进一步研究的意义和方向。
ABSTRACT In recent years, students’ test scores have been used to evaluate teachers’ performance. The assumption underlying this practice is that students’ test performance reflects teachers’ instruction. However, this assumption is generally not empirically tested. In this study, we examine the effect of teachers’ instruction on test performance at the item level using a hierarchical differential item functioning approach. The items are from the U.S. TIMSS 2011 4th-grade math test. Specifically, we tested whether students who had received instruction on a given item performed significantly better on that item compared with students who had not received such instruction when their overall math ability was controlled for, whether with or without controlling for student-level and class-level covariates. This study provides preliminary findings regarding why some items show instructional sensitivity and sheds light on how to develop instructionally sensitive items. Implications and directions for further research are also discussed.