• Gabriel Nagy
  • Nicole Haag
  • Oliver Lüdtke
  • Olaf Köller
Translated title of the contributionLongitudinal IRT scaling of tests of the educational standards for lower secondary level in the PISA longitudinal assessment 2012/2013
The present article is devoted to the IRT scaling of tests used in the PISA Longitudinal Study 2012/2013 which verify educational standards for lower secondary school certification. It presents analyses investigating the agreement of freely estimated item parameters with the parameters calibrated in the national assessment 2012, and describes the estimation of competence levels. In addition, analyses are presented on the consequences of the unbalanced test design implemented in the retest assessment. Results indicated that the item parameters estimated for non-academic and academic track school types closely matched the pre-calibrated parameters. With few exceptions increases in competence levels during the 10th grade were estimated for both academic and non-academic track school types on basis of ability parameters estimated by means of the plausible value technique. Further analyses suggested, however, that distortions in the growth estimate are to be expected due to the unbalanced test design administered in the second survey period. Implications of these findings for the evaluation of the competence gains are discussed.
Original languageGerman
JournalZeitschrift für Erziehungswissenschaft
IssueSuppl. 2
Pages (from-to)259-286
Number of pages28
StatePublished - 06.2017

    Research areas

  • Methodological research and development - PISA Study, Item Response Theory, Performance gains, Unbalanced test designs

ID: 715840