Reading skills of students in different school tracks: Systematic (dis)advantages based on item formats in large scale assessments; [Lesekompetenzen von Jugendlichen in unterschiedlichen Schulformen: Systematische Vor- und Nachteile bei verschiedenen Antwortformaten in Large-Scale Assessments]

被引：0
作者：
Schwabe F. [1 ]
McElvany N. [1 ]
Trendtel M. [2 ]
机构：
[1] Institut für Schulentwicklungsforschung, Technische Universität Dortmund, Vogelpothsweg 78, Dortmund
[2] Bundesinstitut für Bildungsforschung, Innovation und Entwicklung des österreichischen Schulwesens, Alpenstraße 121, Salzburg
来源：
Zeitschrift für Erziehungswissenschaft | 2015年 / 18卷 / 4期
关键词：
Differential item functioning; Differential learning environments; Large-scale assessments; Reading competence; School tracking;
D O I：
10.1007/s11618-015-0645-3
中图分类号：
学科分类号：
摘要：
Contrary to the broad documentation of substantial absolute differences in mean reading achievement between academic and non-academic track students, little is known about specific strengths and weaknesses of these groups of students in reading tests. Therefore, in this study we investigated Differential Item Functioning of 100 PISA 2009 reading items comparing N = 3824 students attending academic and nonacademic school tracks in Germany. Significant interaction effects between school track and item format were found. Students of academic tracks showed specific strengths in responding to open-ended items compared to equally skilled students in non-academic tracks. Furthermore, the effects were stable even when differences on individual and social dimensions between the groups of students as well as compositional aspects of their school environments were controlled for. Institutional and compositional aspects of school tracking and their effects on reading performance were discussed. © 2015, Springer Fachmedien Wiesbaden.
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页码：781 / 801
页数：20
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