Konzeptionelle Äquivalenz von Kompetenzmessungen in den Naturwissenschaften zwischen NEPS, IQB-Ländervergleich und PISA
The conceptual equivalence of the scientific literacy tests in NEPS, PISA and the national educational standards
Journal article › Research › Peer reviewed
Publication data
| By | Helene Wagner, Katrin Schöps, Inga Hahn, Marcus Pietsch, Olaf Köller |
| Original language | German |
| Published in | Unterrichtswissenschaft, 42(4) |
| Pages | 301-320 |
| Editor (Publisher) | Springer |
| ISSN | 0340-4099, 2520-873X |
| Publication status | Published – 2014 |
In Germany several national and international tests are being used for assessing the scientific literacy of grade 9 students. This raises the question whether the different tests can be conceptually linked and whether the results are comperable. A prerequisite for linking different
tests is their conceptual, dimensional, and scalar equivalence. In the present study the conceptual equivalence of the National Educational Panel Study (NEPS) science test for grade
9, the Programme for International Student Assessment (PISA) science test, and the National Educational Standards tests in biology, chemistry, and physics has been assessed. For this purpose seven experts allocated the NEPS items to the different sub-areas delineated by the PISA and the National Educational Standards frameworks. The rating data were analyzed by using the generalizability theory. The results demonstrate the conceptual proximity between the NEPS science test for grade 9 and the other two tests. The article gives an insight into the differences and similarities of the theoretical frameworks and provides information on the linkage between the NEPS science test and the PISA and National Educational Standards tests.
