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Title
A psychometric framework for the evaluation of instructional sensitivity
Authors GND-ID; ORCID; GND-ID ORCID
SourceEducational assessment 21 (2016) 2, S. 89-101 ZDB
Document  (619 KB) (formally and content revised edition)
License of the document In copyright
Keywords (German)Bildungserfolg; Empfindung; Evaluation; Instruktion; Item-Response-Theory; Psychometrie; Schülerleistung; Validität; Wahrnehmung
sub-disciplineEmpirical Educational Research
Document typeArticle (journal)
ISSN1062-7197
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Although there is a common understanding of instructional sensitivity, it lacks a common operationalization. Various approaches have been proposed, some focusing on item responses, others on test scores. As approaches often do not produce consistent results, previous research has created the impression that approaches to instructional sensitivity are noticeably fragmented. To counter this impression, we present an item response theory-based framework that can help us to understand similarities and differences between existing approaches. Using empirical data for illustration, this article identifies three perspectives on instructional sensitivity: One perspective views instructional sensitivity as the capacity to detect differences in students' stages of learning across points of time. A second perspective treats instructional sensitivity as the capacity to detect differences between groups that have received different instruction. For a third perspective, the previous two are combined to consider differences between both time points and groups. We discuss linking sensitivity indices to measures of instruction. (DIPF/Orig.)
additional URLsDOI: 10.1080/10627197.2016.1167591
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Date of publication18.03.2020
CitationNaumann, Alexander; Hochweber, Jan; Klieme, Eckhard: A psychometric framework for the evaluation of instructional sensitivity - In: Educational assessment 21 (2016) 2, S. 89-101 - URN: urn:nbn:de:0111-pedocs-180651 - DOI: 10.25656/01:18065
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