Claus H. Carstensen

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In this chapter we illustrate the use of item response models to analyze data resulting from the measurement of competencies. These item response models deal with data from an instrument such as a test, an inventory, an attitude scale, or a questionnaire – we will call this “test data”. The main purpose of using item response models is the measurement of(More)
When questionnaire data with an ordered polytomous response format are analyzed in the framework of item response theory using the partial credit model or the generalized partial credit model, reversed thresholds may occur. This led to the discussion of whether reversed thresholds violate model assumptions and indicate disordering of the response(More)
Assessing competencies of students with special educational needs in learning (SEN-L) poses a challenge for large-scale assessments (LSAs). For students with SEN-L, the available competence tests may fail to yield test scores of high psychometric quality, which are-at the same time-measurement invariant to test scores of general education students. We(More)
The Organisation for Economic Co-operation and Development (OECD) initiated the Programme for the International Assessment of Adult Competencies (PIAAC) in 2008 with the aim of assessing basic skills of the adult population in an internationally comparable way. The skills assessed—literacy, numeracy, and problem solving in technologyrich environments—are(More)
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