NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1099235
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1062-7197
A Psychometric Framework for the Evaluation of Instructional Sensitivity
Naumann, Alexander; Hochweber, Jan; Klieme, Eckhard
Educational Assessment, v21 n2 p89-101 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany