Sensitivity of test items to teaching quality
Sensitivity of test items to teaching quality
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DOI：
10.1016/j.learninstruc.2018.11.002
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发表时间：
2019-04
影响因子：
6.2
通讯作者：
Alexander Naumann;Svenja Rieser;Stephanie Musow;Jan Hochweber;J. Hartig
中科院分区：
文献类型：
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作者：
Alexander Naumann;Svenja Rieser;Stephanie Musow;Jan Hochweber;J. Hartig
教学敏感性是指测验或单项测验捕捉课堂教学效果的心理测量能力。然而，当前项目敏感性测量与（a）实际教学和（B）总体测试敏感性的关系相当不清楚。本研究旨在通过调查测试和项目对教学质量的敏感性，重新分析小学科学教育准实验干预研究（1026名学生，53个班级，法师= 8.79岁，SDage= 0.49，50%女性）的数据来缩小这些差距。我们检查（a）项目敏感性措施和潜在的认知激活类和（B）的后果，测试成绩的解释时，组装测试项目的敏感性程度不同的认知激活的相关性。我们的研究（a）提供了有效性的证据，项目敏感性措施可能与实际的课堂教学和（B）指出，教学推理从考试成绩可能会有所不同，由于测试组成。
Instructional sensitivity is the psychometric capacity of tests or single items of capturing effects of classroom instruction. Yet, current item sensitivity measures’ relationship to (a) actual instruction and (b) overall test sensitivity is rather unclear. The present study aims at closing these gaps by investigating test and item sensitivity to teaching quality, reanalyzing data from a quasi-experimental intervention study in primary school science education (1026 students, 53 classes, Mage= 8.79 years, SDage= 0.49, 50% female). We examine (a) the correlation of item sensitivity measures and the potential for cognitive activation in class and (b) consequences for test score interpretation when assembling tests from items varying in their degree of sensitivity to cognitive activation. Our study (a) provides validity evidence that item sensitivity measures may be related to actual classroom instruction and (b) points out that inferences on teaching drawn from test scores may vary due to test composition.