The DOI matches its DataCite record.
NEPS Technical Report for Reading: Scaling Results of Starting Cohort 3 for Grade 7
Open accessAbstract
The National Educational Panel Study (NEPS) investigates the development of competences across the life span and develops tests for the assessment of different competence domains. In order to evaluate the quality of the competence tests, a range of analyses based on item response theory (IRT) are performed. This paper describes the data and scaling procedure for the reading competence test in grade 7 of starting cohort 3 (fifth grade). The reading competence test contained 42 items (distributed among an easy and a difficult booklet) with different response formats representing different cognitive requirements and text functions. The test was administered to 6,194 students. Their responses were scaled using the partial credit model. Item fit statistics, differential item functioning, Rasch-homogeneity, the test`s dimensionality, and local item independence were evaluated to ensure the quality of the test. These analyses showed that the test exhibited an acceptable reliability and that the items fitted the model in a satisfactory way. Furthermore, test fairness could be confirmed for different subgroups. Limitations of the test were the large percentage of items at the end of the difficult test that were not reached due to time limits and minor differential item functioning between the easy and difficult test version for some items. Overall, the reading competence test had acceptable psychometric properties that allowed for an estimation of reliable reading competence scores. Besides the scaling results, this paper also describes the data in the Scientific Use File and presentes the ConQuest syntax for scaling the data.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The reading competence tests exhibit high reliability (WLE reliability = 0.77 to 0.79 per wave).
“The reading competence tests exhibit high reliability (WLE reliability = 0.77 to 0.79 per wave)81–83.”
From Adolescent leisure reading and its longitudinal association with prosocial behavior and social adjustment (2023) · cites this paper as [82]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 12
- Akaike, H. (1974). A new look at the statistical model identification. IEEE Transactions on Automatic Control , 19, 716-722. doi: 10.1109/TAC.1974.1100705 · DOI · Paper page
- Carstensen, C. H. (2013). Linking PISA competencies over three cycles - Results from Germany. In M. Prenzel, M. Kobarg, K. Schöps, & S. Rönnebeck (Eds.), Research Outcomes of the PISA Research Conference 2009 (pp. 199-214). New York, NY: Springer.
- Gehrer, K., & Artelt, C. (2013). Literalität und Bildungslaufbahn: Das Bildungspanel NEPS. In A. Bertschi-Kaufmann, & C. Rosebrock (Eds.), Literalität erfassen: bildungspolitisch, kulturell, individuell (pp. 168-187). Weinheim, Germany: Juventa.
- Gehrer, K., Zimmermann, S., Artelt, C., & Weinert, S. (2013). NEPS framework for assessing reading competence and results from an adult pilot study. Journal for Educational Research Online, 5 , 50-79.
- Masters, G. N. (1982). A Rasch model for partial credit scoring. Psychometrika, 47 , 149-174. doi: 10.1007/BF02296272 · DOI · Paper page
- Mislevy, R. J. (1991). Randomization-based inference about latent variables from complex samples. Psychometrika, 56 , 177-196. doi:10.1007/BF02294457 · DOI
- Muraki, E. (1992). A generalized partial credit model: Application of an EM algorithm. Applied Psychological Measurement, 16 , 159-176. doi:10.1177/014662169201600206 · DOI
- Pohl, S. (2013). Longitudinal multistage testing. Journal of Educational Measurement, 50 , 447-468. doi:10.1111/jedm.12028 · DOI
- Pohl, S., & Carstensen, C. (2013). Scaling the competence tests in the National Educational Panel Study - Many questions, some answers, and further challenges. Journal for Educational Research Online, 5 , 189-216.
- Schwarz, G. E. (1978). Estimating the dimension of a model. Annals of Statistics, 6 , 461-464. doi:10.1214/aos/1176344136 · DOI · Paper page
- Warm, T. A. (1989). Weighted likelihood estimation of ability in item response theory. Psychometrika, 54 , 427-450. doi:10.1007/BF02294627 · DOI · Paper page
- Weinert, S., Artelt, C., Prenzel, M., Senkbeil, M., Ehmke, T., & Carstensen C. H. (2011) Development of competencies across the life span. In H. P. Blossfeld, H. G. Roßbach, & J. v. Maurice (Eds.), Education as a lifelong process: The German National Educational Panel Study (NEPS) (pp. 67-86). (Zeitschrift für Erziehungswissenschaft, Sonderheft 14 . Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
Cited by
Sorted by citations
Lenhart, J., Richter, T., Appel, M., & Mar, R. A. (2023) · Scientific Reports · doi:10.1038/s41598-023-35346-7 · Cited by 29
Metadata
- Authors
- Krannich, M., Jost, O., Rohm, T., Koller, I., Pohl, S., Haberkorn, K., Carstensen, C. H., Fischer, L., & Gnambs, T.
- Affiliations
- University of Konstanz (DE)
- Leibniz Institute for Educational Trajectories (DE)
- University of Klagenfurt (AT)
- Freie Universität Berlin (DE)
- University of Bamberg (DE)
- Venue
- Leibniz Institute for Educational Trajectories
- Publisher
- Leibniz Institute for Educational Trajectories
- Published
- 2017
- OpenAlex
- W6929555265
- Cited by
- 8
- References
- 0
- Citations by year
- 2025: 2 · 2024: 1 · 2023: 2 · 2022: 2 · 2021: 1
- Type
- report
- Language
- en
- Open access
- green
- doi.org
- Locations
- LIfBi Leibniz Institute for Educational Trajectories
- Topics
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- reading skills, reading assessment, test scaling, partial credit model, item response theory, differential item functioning, test dimensionality, test fairness, seventh grade students, National Educational Panel Study, conquest
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
