Suche

Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Detailanzeige

Aufsatz (Zeitschrift) zugänglich unter
URN:
DOI:
Titel
Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009. A comparison of two scoring methods
Autoren ORCID; GND-ID ORCID; ORCID
OriginalveröffentlichungAssessment in education 27 (2020) 6, S. 635-654 ZDB
DokumentDer Volltext dieses Dokuments steht ab dem 01.06.2022 zur Verfügung.
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)Metakognition; Wissen; Messung; Lesen; PISA <Programme for International Student Assessment>; Interkultureller Vergleich; Datenanalyse; Sekundäranalyse; Validität; Vergleich; Likert-Skala; OECD-Länder
TeildisziplinInterkulturelle und International Vergleichende Erziehungswissenschaft
Empirische Bildungsforschung
DokumentartAufsatz (Zeitschrift)
ISSN0969-594X
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):Accurate measurement of metacognitive knowledge in reading is important. Different instruments and scoring methods have been proposed but not systematically compared for their measurement comparability across cultures and validity. Given student data from 34 OECD countries in the Programme for International Student Assessment (PISA) in 2009, we compared two scoring methods for metacognitive knowledge in reading based on pair-wise comparisons of strategies and with conventional Likert-scale responses of selected items. Metacognitive knowledge scored with conventional Likert-scale responses demonstrated higher cross-cultural comparability than the pair-wise comparison method. Linked with reading competence, motivation and control strategy in reading, scores from the two scoring methods showed differential criterion validity, possibly related to the types of tasks (understanding and remembering versus summarising), item content (complexity and discrimination between preferred strategies in reading) and common method variance (e.g., individuals' stable response style in rating scales). Theoretical and methodological implications are discussed. (DIPF/Orig.)
zusätzliche URLsDOI: 10.1080/0969594X.2020.1828820
Eintrag erfolgte am01.04.2022
QuellenangabeZhou, Ji; He, Jia; Lafontaine, Dominique: Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009. A comparison of two scoring methods - In: Assessment in education 27 (2020) 6, S. 635-654 - URN: urn:nbn:de:0111-pedocs-221384 - DOI: 10.25656/01:22138
Dateien exportieren

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)