cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
title: NEPS Technical Report for Reading: Scaling Results of Starting Cohort 2 for Grade 4
Creators: name: Rohm, Theresa
name: Krohmer, Katharina
name: Gnambs, Timo
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
Subjects: subject: item response theory
subject: scaling
subject: reading competence
subject: scientific use file

description: The National Educational Panel Study (NEPS) investigates the development of competencies
across the life span and develops tests for the assessment of different competence domains.
In order to evaluate the quality of the competence tests a range of analyses based on item
response theory (IRT) were performed. This paper describes the data and scaling procedures
for the reading competence test in grade 4 of starting cohort 2 (Kindergarten). The reading
competence test contained 33 items with different response formats representing different
cognitive requirements and text functions. The test was administered to 6,710 students.
Their responses were scaled using the partial credit model. Item fit statistics, differential
item functioning, Rasch-homogeneity, the test’s dimensionality, and local item
independence were evaluated to ensure the quality of the test. These analyses showed that
the test exhibited an acceptable reliability and that most items fitted the model in a
satisfactory way. Furthermore, test fairness could be confirmed for different subgroups.
Limitations of the test were the large number of items targeted toward a lower reading
ability as well as the large percentage of items at the end of the test that were not reached
due to time limits. There was also some evidence of multidimensionality related to different
text functions and cognitive requirements. Overall, the reading test had acceptable
psychometric properties that allowed for an estimation of reliable reading competence
scores. Besides the scaling results, this paper also describes the data available in the
scientific use file and presents the ConQuest syntax for scaling the data.
description: NEPS Survey Papers, No. 30 (2017)
Machine-Learning-Reinforced Massively Parallel Transient Simulation for Large-Scale Renewable-Energy-Integrated Power Systems
Creators: Tianshi Cheng, Ruogu Chen, Ning Lin, Tian Liang, Venkata Dinavahi
Publisher: name: University of Alberta Library
Year: 2024

Renewable energy systems (RESs) are pivotal in the transition to eco-friendly smart grids. The complexity and uncertainty of RESs, driven by uncontrollable natural forces like sunlight and wind, bring challenges to integrating RESs into modern power systems. Electromagnetic transient (EMT) simulation is an effective method for studying the integration of RESs. Currently, the EMT simulation of RESs is limited to small-scale and lumped RES models due to the model complexity and nonlinearity, which cannot reflect the detailed characteristics of large-scale RESs in practice. This paper introduces a data-oriented, machine learning-enhanced approach to achieve massively parallel EMT simulation on CPU-GPU, designed to efficiently model and simulate large-scale, detailed RES. It incorporates data-driven machine learning modeling of RES via artificial neural networks and integrates these models using a data-oriented entity-component-system framework. The model training was based on reliable model data produced by traditional physical EMT models and the results were validated with MATLAB/Simulink. The RES components are grouped into a microgrid connected to a synthetic AC/DC system based on the IEEE 118-Bus system, achieving an acceleration performance of 400 times faster than traditional CPU nonlinear iterative computations with 2 million RES entities.
title: NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 3 for Grade 10
Creators: name: Gnambs, Timo
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
Subjects: subject: item response theory
subject: scaling
subject: English as a foreign language
subject: scientific use file

description: The National Educational Panel Study (NEPS) investigates the development of competencies
across the life span. Therefore, the NEPS develops tests for the assessment of various
competence domains in different age cohorts. In order to evaluate the quality of these
competence tests, several analyses based on item response theory (IRT) are performed. This
paper describes the data and scaling procedures for a reading competence test on English as
a foreign language in grade 10 of starting cohort 3 (fifth grade). The reading competence test
included 13 items (distributed among three booklets) with multiple choice response formats
and matching tasks that represented different levels of the Common European Framework
of References The test was administered to 4,002 students (50% girls). Their responses were
scaled using a partial credit model. Item fit statistics and differential item functioning were
evaluated to ensure the quality of the test. These analyses showed that the test exhibited an
acceptable reliability and a satisfactory fit to the Rasch model. Furthermore, test fairness
could be confirmed for different subgroups. Limitations of the test pertained to its difficulty
that that did not adequately cover the upper range of the ability distribution. Overall, the
English reading test had acceptable psychometric properties that allowed for an estimation
of reliable competence scores. Besides the scaling results, this paper also describes the data
available in the scientific use file and presents the R syntax for scaling the data.
description: NEPS Survey Papers, No. 31 (2017)
Pour une interop{é}rabilit{é} s{é}mantique en {é}ducation : les mod{è}les normatifs de l'ISO/IEC JTC1 SC36
Creators: name: Henda, Mokhtar Ben
Publisher: name: arXiv
Year: 2024
Subjects: subject: Computers and Society (cs.CY)
subject: Information Theory (cs.IT)
subject: FOS: Computer and information sciences

description: The semantics of content is one of the essential constituents of models of innovative educational systems. It is gradually built based on normative efforts carried out by different actors in the fields of the technological industry, telecommunications, IT, linguistic engineering, information sciences documentation, etc. Semantics in networks and digital information systems represent, in fact, an advanced link in a long process of processing digital information in which terminological work occupies an important part. This process is also very consolidated by a wide range of norms and standards which ensure very high levels of technical, organizational, and semantic interoperability.
title: Digitale Lernumwelten
Creators: name: Kuger, Susanne
name: Linberg, Tobias
name: Bäumer, Thomas
name: Struck, Olaf
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: ICT Lernen
subject: Digitale Medien
subject: Lernen in virtuellen Umgebungen
subject: ICT Engagement

description: Digitale Medien und Werkzeuge sind aus Beruf, Schule/Studium und Freizeit nicht mehr
wegzudenken und nehmen daher für alle Teilnehmerinnen und Teilnehmer des Nationalen
Bildungspanels einen immer wichtigeren Stellenwert ein. Durch ihre immer stärkere Interak-
tivität stellen digitale Medien und Werkzeuge daher vor allem auch eine wichtige Anre-
gungsquelle für diejenigen Befragten dar, die sich nicht (mehr) in formalen Bildungskontex-
ten befinden. Der Arbeitsbereich Lernumwelten des Leibniz-Instituts für Bildungsverläufe
(LIfBi) konzipierte für das Nationale Bildungspanel (NEPS) eine Rahmenvorstellung dessen,
was in Bezug auf digitale Lernumwelten relevante Indikatoren der Bedingungen, Prozesse
oder Lernergebnisse sein können und entwickelte und evaluierte Fragebogeninstrumente,
auf Basis dieser Rahmenkonzeption. Das vorliegende Papier skizziert die theoretische Rah-
menkonzeption, die diesem Modul zugrunde liegt, enthält die daraus entwickelten Operati-
onalisierungen und berichtet die Ergebnisse der Haupterhebung in der Startkohorte Klasse 9
(SC4) Welle 9.
description: NEPS Survey Papers, No. 32 (2018)
title: Erfassung kognitiver Grundfähigkeiten bei Schülerinnen und Schülern an Förderschulen in Startkohorte 4 (Klasse 9)
Creators: name: Nusser, Lena
name: Messingschlager, Markus
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018

description: Das Nationale Bildungspanel (NEPS; Blossfeld, von Maurice & Schneider, 2011) erfasst in sechs
Alterskohorten (von früher Kindheit bis ins hohe Erwachsenenalter) verschiedene Facetten
kognitiver Kompetenzen (Weinert et al., 2011). Diese umfassen neben domänenspezifischen
Kompetenzen (z.B. in den Bereichen Lesen und Mathematik) auch domänenübergreifende
kognitive Fähigkeiten (vgl. Artelt, Weinert & Carstensen, 2013). Die kognitiven
Grundfähigkeiten werden im NEPS auf der Grundlage einer Expertise von Brunner, Lang und
Lüdtke (2014) mit zwei Kurztests zur Messung von Wahrnehmungsgeschwindigkeit und
schlussfolgerndem Denken erfasst (Lang, Kamin, Rohr, Stünkel & Willinger, 2014). Diese
Instrumente werden in allen Alterskohorten des NEPS eingesetzt1. In Startkohorte 4 wurde
dieser Test nicht nur an Regelschulen bei Schülerinnen und Schülern der Jahrgangsstufe 9
administriert, sondern ebenfalls an Förderschulen mit Schwerpunkt Lernen. Im Rahmen von
Machbarkeitsstudien sollte evaluiert werden, ob und wenn ja, unter welchen Bedingungen
Schülerinnen und Schüler mit sonderpädagogischem Förderbedarf im Bereich Lernen (SPF-L)
aussagefähig und vergleichbar in die längsschnittlichen Erhebungen des NEPS einbezogen
werden können (Heydrich, Weinert, Nusser, Artelt & Carstensen, 2013). Da es sich bei dieser
Schülergruppe um eine besonders heterogene Stichprobe mit sehr unterschiedlichen
Kompetenzprofilen sowie einem breit streuenden Fähigkeitsspektrum handelt, stellt die
valide und vergleichbare Messung kognitiver Fähigkeiten eine besondere Herausforderung
dar. Eine zielgruppenspezifische Adaptation von Testmaterial kann unter Umständen dessen
Validität beeinträchtigen (siehe Cormier, Altman, Shyyan & Thurlow, 2010). Daher wurde in
den vorliegenden Studien zur Erfassung der kognitiven Grundfähigkeiten in Förderschulen und
Regelschulen dasselbe Instrument unverändert eingesetzt. Dies soll eine möglichst große
Vergleichbarkeit zwischen beiden Schülergruppen gewährleisten. Dieser Beitrag fasst zentrale
Ergebnisse zur Datenqualität und Testgüte dieses Instruments bei Schülerinnen und Schülern
mit SPF-L zusammen. Zudem werden Analysen zur Messinvarianz des eingesetzten Tests zur
Erfassung der kognitiven Grundfähigkeiten nach Lang und Kollegen (2014) zwischen
Schülergruppen an Hauptschulen und bei Schülerinnen und Schülern an Förderschulen im
9. Jahrgang berichtet.
description: NEPS Survey Papers, No. 33 (2018)
title: Attrition and Selectivity of the NEPS Starting Cohorts: An Overview of the Past 8 Years
Creators: name: Zinn, Sabine
name: Würbach, Ariane
name: Steinhauer, Hans Walter
name: Hammon, Angelina
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018

description: This article documents the number of target persons participating in the panel surveys of the
National Educational Panel Study (NEPS) as well as the number of respondents who temporar-
ily dropout and of those leaving the panel (aƩrition). NEPS comprises panel surveys with six
mutually exclusive starting cohorts covering the complete life span. Sample sizes, numbers of
participants and temporary as well as ﬁnal dropouts and participation rates are reported in de-
tail for each wave and for subsamples, if applicable. Sample particularities, such as the conver-
sion of temporary dropouts into ﬁnal ones, are elaborated on. All ﬁgures presented are derived
from the corresponding Scientiﬁc Use Files (SUFs) published by February 1, 2018. Selectivity
due to aƩrition (i.e., ﬁnal dropouts) is studied. For this purpose, we examine how aƩrition dis-
torts the NEPS samples with respect to relevant design variables (such as stratiﬁcation criteria)
and panel member characteristics (like sex and birth year). In detail, we study the panel status
of each panel member, that is being part of the panel or having dropped out ﬁnally, along all
of the panel waves with respect to starting cohort and population speciﬁc characteristics. We
conclude this article with some recommendations for dealing with the detected selection bias
in statistical analyses.
description: NEPS Survey Papers, No. 34 (2018)
title: Panel Attrition in NEPS Starting Cohort 6
Creators: name: Stöckinger, Corinna
name: Kretschmer, Sara
name: Kleinert, Corinna
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: Panel attrition
subject: NEPS starting cohort 6
subject: nonresponse bias
subject: key survey variables

description: In this paper, we describe panel attrition processes of the National Educational Panel Study
Starting Cohort 6 (NEPS-SC6) to provide a comprehensive and easily accessible overview of
changes in realized sample size and composition with respect to key variables from wave 2 to
wave 7, based on the scientific-use file 7.0.0. First, we describe changes in the size and
composition of the NEPS-SC6 subsamples over time with respect to the key variables of the
NEPS adult survey: educational attainment, reading competence, employment status, income,
migration background, employment status and socio-economic status. Second, we estimate
multinomial logit models predicting the probability of interview participation, refusal, and
non-contact in follow-up waves after the first interview for the different NEPS-SC6
subsamples. Here, we control for the NEPS core variables as well as for other respondent
characteristics, respondents’ previous interview experiences and interviewer characteristics.
Both aspects – the detailed description of the realized subsamples by subgroups with respect
to the key variables and the differentiation of nonresponse by refusals and non-contacts –
complement the official weighting report of the NEPS-SC6 scientific use files by Hammon, Zinn,
Aßmann and Würbach (2016) who focus on the documentation of sample sizes and on the
calculation of weights predicting response and nonresponse.
description: NEPS Survey Papers, No. 35 (2018)
title: NEPS Technical Report for Orthography: Scaling Results of Starting Cohort 2 in Grade 4
Creators: name: Blatt, Inge
name: Lorenz, Christian
name: Prosch, Anna
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: spelling competency
subject: orthography

description: In the National Educational Panel Study (NEPS), the orthography competency is measured as
a stage-specific supplement in secondary school from Grades 5 to 9 and in elementary school
in Grade 4. In this paper, the test and its theoretical framework in Grade 4 are introduced,
followed by a description of the data, of data analysis, and its results for the Scientific Use File.
The aim of this Technical Report is to provide a description that will enable the scientific
community to understand and use the data in an appropriate way. In doing so, the paper seeks
to clarify in advance any potential questions that may arise concerning the data and to
motivate data users to further analyze the data of the orthography competency in Grade 4.
description: NEPS Survey Papers, No. 36 (2018)
title: Schulformbezogene Angaben von Eltern in NEPS Startkohorte 2
Creators: name: Wohlkinger, Florian
name: Bayer, Michael
name: Blumenfelder, A. Raphaela
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: Bildungsaspirationen
subject: Datenerhebung
subject: Datenaufbereitung
subject: Startkohorte 2

description: Im Rahmen von Startkohorte 2 des Nationalen Bildungspanels werden einige wichtige Anga-
ben zum Übergang am Ende der Grundschulzeit, wie z.B. elterliche Bildungsaspirationen, be-
reits ab der zweiten Klasse erhoben. Aufgrund bundeslandspezifischer Unterschiede in der
Ausgestaltung des Übergangsprozesses ist die Erfassung schulformbezogener Angaben in der
vierten Klasse jedoch etwas komplexer angelegt als zu den vorherigen Erhebungszeitpunkten.
Das Survey Paper stellt die Logik der Datenerhebung schulformbezogener Angaben von Eltern
von Viertklässlern (Startkohorte 2 / Welle 6) vor und soll NEPS-Nutzern so den Umgang mit
den Daten erleichtern.
description: NEPS Survey Papers, No. 37 (2018)
Using gradient boosting to predict health states from composition and function of the gut microbiome
Creators: name: Smyth, Patrick
name: Elson, Liam
name: Chen, Julie Chih-Yu
Publisher: name: F1000 Research Limited
Year: 2024

description: This study utilizes stool samples from the Human Microbiome Project 2 and American Gut Project cohorts, along with COVID-19 patient data, to develop a superior health index using machine learning techniques.

We employed LightGBM's Dropouts meet Multiple Additive Regression Trees (DART) algorithm, which excels in handling high-dimensional data, for predicting health states based on combined taxonomic and functional profiles. Data preprocessing involved filtering features with a minimum prevalence threshold, as well as aggregating taxonomic pathways.

Two cross-validation strategies, nested stratified 5-fold and Leave-One-Project-Out (LOPO), were implemented to ensure robust model evaluation. Performance metrics such as AUC, F1 Score, and Balanced Accuracy were used to assess model effectiveness. Feature importance analysis identified key taxa and pathways relevant to gut health.

The Gradient Boost Health Index from gut Microbiome data (GBHIM) was introduced, showing improved performance over existing indices like the Gut Microbiome Health Index (GMHI). The inclusion of GMHI as a feature occasionally enhanced model performance. The model demonstrated strong performance across various validation folds and projects, highlighting its potential for accurate health state predictions.

For COVID-19 samples, the model effectively distinguished between healthy and non-healthy states, clustering more closely with non-healthy samples in Principal Coordinates Analysis. This study underscores the importance of leveraging comprehensive microbial data and advanced machine learning techniques for improved health state predictions in microbiome research.
MPEC 2024-W168 : 2021 RU
Creators: name: Minor Planet Center Staff
Publisher: name: The Minor Planet Center
Year: 2024
Subjects: subject: Small Solar System bodies
valueUri: http://astrothesaurus.org/uat/1469

description: The Minor Planet Electronic Circulars contain information on unusual minor planets, routine data on comets and natural satellites, and occasional editorial announcements.  They are published on behalf of Division F of the International Astronomical Union by the Minor Planet Center, Smithsonian Astrophysical Observatory, Cambridge, MA 02138, U.S.A.
title: NEPS Technical Report for Mathematics: Scaling Results of Starting Cohort 3 for Grade 9
Creators: name: Van Den Ham, Ann-Katrin
name: Schnittjer, Insa
name: Gerken, Anna-Lena
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: item response theory
subject: scaling
subject: mathematical competence
subject: scientific use file

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competencies across the whole life span and designs tests for assessing these different
competence domains. In order to evaluate the quality of the competence tests, a wide range
of analyses based on item response theory (IRT) have been performed. This paper describes
the data on mathematical competence for starting cohort 3 - ninth grade. The descriptive
statistics for the data, the scaling model applied to estimate competence scores, and
analyses performed to investigate the quality of the scale as well as the results of these
analyses are explained. The mathematics test for grade nine consists of 34 items which
represent different content areas as well as different cognitive components and use
different response formats. The test was administered to 4,890 participants in grade nine. A
partial-credit model was used for scaling the data. Item fit statistics, differential item
functioning, Rasch-homogeneity, and the test´s dimensionality were evaluated to ensure the
quality of the test. The results show that the items exhibited good item fit and measurement
invariance across various subgroups. Moreover, the test shows a good reliability. As the
correlations between the four content areas are very high in a multidimensional model, the
assumption of unidimensionality seems adequate. Among the challenges of this test is the
lack of very difficult items. Overall, the results revealed good psychometric properties of the
mathematics test, thus supporting the estimation of a reliable mathematics competence
score. This paper describes the data available in the Scientific Use File and provides
ConQuest-Syntax for scaling the data – including the necessary item parameters.
description: NEPS Survey Papers, No. 38 (2018)
CyberSecDome 1st Press Release
Creators: name: Anaxagorou, Anna Maria
Publisher: name: Zenodo
Year: 2023
Subjects: Virtual Reality
Digital Twins
Incident Handling
Cyber Range
Digital Forensics
Incident analysis
Forecasting
AI enabled Security Solutions
HorizonEurope
euprojects
dissemination

description: This is an open dissemination material of CyberSecDome project.All the dissemination material of the project could be used by the project partners to disseminate the project's vision and results, raising the number of the stakeholders within the research and business community.
"CyberSecDome aims to optimise the collaborative response among the stakeholder within the Digital Infrastructure ecosystem by sharing information and knowledge through specific standards and/or formats.To this end, the project will implement an information and knowledge platform that includes functions, rules and structures combined with decentralized approaches to govern and facilitate collaboration and dissemination of threat intelligence and AI model-related information. It combines the concepts of complete decentralization and adopts swarm learning to disseminate the information between the CyberSecDome and relevant parties without any necessity of a centralized node".
title: NEPS Technical Report for English Reading: Scaling Results for the Additional Study Thuringia
Creators: name: Rieger, Sven
name: Hübner, Nicolas
name: Wagner, Wolfgang
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: item response theory
subject: scaling
subject: English reading competence
subject: scientific use file

description: The National Educational Panel Study (NEPS) aims to investigate the development of compe-
tences across the whole life span. It also develops tests to assess different competence do-
mains. In order to evaluate the quality of these competence tests, a wide range of analyses
are carried out by using item response theory (IRT). This paper describes the data and results
of analyzing the English reading competence test that was used in the additional study Thu-
ringia. The items were originally designed for Grade 10 students but – due to the lack of Grade
12 tests in this domain at the time when the first assessment took place – they were used in
the English reading competence test in two consecutive waves (2009/10 and 2010/11). In sum,
2,252 students participated in the test in these two waves. The English test consisted of 33
items (distributed among two booklets), representing different levels of the Common Euro-
pean Framework of References, ranging from level B1 to C1. A Rasch model was used for scal-
ing the data. Item fit statistics and differential item functioning were investigated. The results
showed that the items exhibited good item fit and measurement invariance across various
groups. The reliability was modest, which might be due to the fact that item difficulties were
rather low compared to students’ competences. The paper also provides some information
about the data available in the Scientific Use File, ConQuest- and TAM-syntaxes for scaling the
data.
description: NEPS Survey Papers, No. 39 (2018)
title: NEPS Technical Report for Physics Competence: Scaling Results for the Additional Study Thuringia
Creators: name: Rieger, Sven
name: Hübner, Nicolas
name: Wagner, Wolfgang
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: item response theory
subject: scaling
subject: physics competence
subject: scientific use file

description: The National Educational Panel Study (NEPS) is aimed at investigating the development of
competences across the entire life span. It also develops tests for assessing different compe-
tence domains. In order to evaluate the quality of these competence tests, a wide range of
item response theory (IRT) analyses were carried out. This paper describes the data and re-
sults of analyses of the physics competence test that was used in the additional study Thurin-
gia. In sum, 2,254 students took the test in two waves. The physics competence test consisted
of 64 items (distributed among nine booklets). A Rasch model was used to scale the data. Item
fit statistics and differential item functioning were investigated. The results showed that a
subset of the items exhibited good item fit and measurement invariance across various groups.
The paper also provides some information about the data available in the Scientific Use File
as well as Con-Quest- and TAM-syntaxes for scaling the data.
description: NEPS Survey Papers, No. 40 (2018)
title: Zwei Jahre im "neuen Armenien"
title: politische Polarisierung manifestiert sich auch in Covid-19-Krise
titleType: Subtitle
Creators: name: Smolnik, Franziska
name: Stiftung Wissenschaft Und Politik
Publisher: name: Stiftung Wissenschaft und Politik (SWP), German Institute for International and Security Affairs
Year: 2020

description: SWP-Aktuell, 28/2020
title: NEPS Technical Report for Biological Competence: Scaling Results for the Additional Study Thuringia
Creators: name: Rieger, Sven
name: Hübner, Nicolas
name: Wagner, Wolfgang
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: item response theory
subject: scaling
subject: biological competence
subject: scientific use file

description: The National Educational Panel Study (NEPS) is aimed at investigating the development of
competences across the entire life span. It also develops tests for assessing different compe-
tence domains. In order to evaluate the quality of these competence tests, a wide range of
item response theory (IRT) analyses were carried out. This paper describes the data and re-
sults of analyses of the biological competence test that was used in the additional study Thu-
ringia. The test was based on a subset of items from the EVAMAR II test (Eberle, et al. 2008),
which was also administered in the additional study Baden-Wuerttemberg. In sum, 2,249 stu-
dents took the biology test in these two waves. The biology test consisted of 126 items (dis-
tributed among seven booklets), representing different content areas (e.g., cytology, genetics,
ecology). A partial credit model was used to scale the data. Item fit statistics and differential
item functioning were investigated. The results showed that a subset of the items exhibited
good item fit and measurement invariance across various groups. The reliability was moderate.
The paper also provides some information about the data available in the Scientific Use File,
ConQuest- and TAM-syntaxes for scaling the data.
description: NEPS Survey Papers, No. 41 (2018)
title: NEPS Technical Report for Computer Literacy: Scaling Results of Starting Cohort 2 for Grade 3
Creators: name: Ihme, Jan Marten
name: Senkbeil, Martin
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: item response theory
subject: scaling
subject: computer literacy
subject: scientific use file

description: The National Educational Panel Study (NEPS) investigates the development of competencies
across the life span and develops tests for the assessment of different competence domains.
In order to evaluate the quality of the competence tests, a range of analyses based on item
response theory (IRT) were performed. This paper describes the data and scaling procedures
for the computer literacy test in grade 3 of starting cohort 2 (kindergarten). The computer
literacy test contained 30 items with M C response format representing different cognitive
requirements and different content areas. The test was administered to 5,620 students. Their
responses were scaled using the Rasch model. Item fit statistics, differential item functioning,
Rasch-homogeneity, the test’s dimensionality, and local item independence were evaluated
to ensure the quality of the test. These analyses showed that the test exhibited an acceptable
reliability and that all items fitted the model in a satisfactory way. Furthermore, test fairness
could be confirmed for different subgroups. Limitations of the test were the low variance
and the large percentage of items at the end of the test that were not reached due to time
limits. Further challenges related to the dimensionality analyses based on both software
applications and cognitive requirements. Overall, the computer literacy test had acceptable
psychometric properties that allowed for a reliable estimation of computer competence
scores. Besides the scaling results, this paper also describes the data available in the scientific
use file and presents the ConQuest-syntax for scaling the data.
description: NEPS Survey Papers, No. 42 (2018)
title: NEPS Technical Report for Mathematics—Scaling Results of Starting Cohort 2 in Kindergarten
Creators: name: Schnittjer, Insa
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: item response theory
subject: scaling
subject: mathematical competence
subject: kindergarten
subject: Scientific Use File

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competencies across the whole life span and designs tests for assessing these different
competence domains. In order to evaluate the quality of the competence tests, a wide range
of analyses based on item response theory (IRT) were performed. This paper describes the
data and scaling procedure for the mathematical competence test in kindergarten of starting
cohort 2. The mathematics test contained 26 items representing different content areas as
well as different cognitive components and using different response formats. The test was
administered to 2,727 six-year old kindergarteners. Their responses were scaled using the
Rasch model. Item fit statistics, differential item functioning, Rasch-homogeneity, and the
test´s dimensionality were evaluated to ensure the quality of the test. These analyses
showed that the test exhibited a high reliability, good item fit and that the items fitted the
model in a satisfactory way. Furthermore, test fairness could be confirmed for different
subgroups. As the correlations between the five content areas were very high in a
multidimensional model, the assumption of unidimensionality seems adequate. Overall, the
results revealed good psychometric properties of the mathematics test, thus supporting the
estimation of a reliable mathematics competence score. Besides the scaling results, this
paper also describes the data available in the Scientific Use File and provides ConQuest-
Syntax for scaling the data.
description: NEPS Survey Papers, No. 43 (2018)
title: The Composite Grade 4 Weight of the Kindergarten Cohort of the National Educational Panel Study
Creators: name: Zinn, Sabine
name: Würbach, Ariane
name: Steinhauer, Hans Walter
name: Kiesl, Hans
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018

description: This report details the derivation of the joint Grade 4 weight for the pooled samples of the
NEPS Starting Cohort 2 (SC2). In total, the SC2 comprises three subsamples: the sample of
Kindergarten children drawn in 2010, a refreshment sample of Grade 1 students drawn in 2013,
and a sample of children being part of both. The two laƩer samples have been surveyed in the
school context from the Grades 1 to 3. In contrast, only the parents of the ﬁrst sample have
been surveyed (via telephone) in this time. Since Grade 4 the children of all of the samples are
surveyed again. Pooled analysis of the related data requires a joint weight for all of the children
being part of the grade 4 sample. This reports details the corresponding weighting procedure.
Concretely, we constructed a composite weight by minimizing the variance of a weighted sum
of population sizes. All in all, the composite weight refers to the Grade 4 student population in
the school year 2014/15.
description: NEPS Survey Papers, No. 44 (2018)
Terminology and Research Priorities in Telehealth in Musculoskeletal Pain Research: An International Modified e-Delphi Study
Creators: name: Fandim, Junior
name: Saragiotto, Bruno
name: Dear, Blake
name: Parker, Romy
name: Hinman, Rana
name: Sharma, Saurab
name: Oliveira, Vinicius
name: Bennell, Kim
name: Ghai, Babita
name: Ferreira, Paulo
name: Øverås, Cecilie
name: Hartvigsen, Jan
Publisher: name: Open Science Framework
Year: 2022
Subjects: subject: Medicine and Health Sciences
subject: Delphi technique
subject: Digital health
subject: Musculoskeletal pain
subject: Research priorities
subject: Telehealth
subject: Telemedicine
subject: Telephone
subject: Telerehabilitation
subject: Video conferencing

description: This is a modified three-stage international e-Delphi survey. The main objective of this e-Delphi survey is to reach consensus between stakeholders on telehealth terminology and research priorities in musculoskeletal pain research.
title: NEPS Technical Report for Mathematics: Scaling Results of Starting Cohort 1 for Four-year old Children
Creators: name: Petersen, Lara Aylin
name: Gerken, Anna-Lena
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: item response theory
subject: scaling
subject: mathematical competence
subject: scientific use file

description: The National Educational Panel Study (NEPS) examines the development of competencies
across the life span and develops tests for assessing these different competence domains. In
order to evaluate the quality of the competence tests, a wide range of analyses based on
item response theory (IRT) were performed. This paper describes the data and scaling
procedures for a mathematical competence test that was administered in wave 5 (four year
old children) of starting cohort 1 (newborns). The descriptive statistics for the data, the
scaling model applied to estimate competence scores, and analyses performed to investigate
the quality of the scale as well as the results of these analyses are explained. The
mathematics test consists of 20 items which represent different content areas as well as
different cognitive components and use different response formats. The test was
administered to 2,138 four-year old children. A partial-credit model was used for scaling the
data. Item fit statistics and differential item functioning were evaluated to ensure the quality
of the test. These results show that the items exhibited good item fit and measurement
invariance across various subgroups. Moreover, the test shows a good reliability. As the
correlations between the five content areas are high in a multidimensional model, the
assumption of unidimensionality seems adequate. Overall, the results revealed good
psychometric properties of the mathematics test, thus supporting the estimation of a
reliable mathematics competence score. This paper describes the data available in the
scientific use file and provides ConQuest-Syntax for scaling the data.
description: NEPS Survey Papers, No. 45 (2018)
title: NEPS Technical Report for Mathematics: Scaling Results of Starting Cohort 2 for Grade 1
Creators: name: Schnittjer, Insa
name: Fischer, Luise
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: item response theory
subject: scaling
subject: mathematical competence
subject: scientific use file

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competences across the whole life span and designs tests for assessing these different
competence domains. In order to evaluate the quality of the competence tests, a wide range
of analyses based on item response theory (IRT) have been performed. This paper describes
the data and scaling procedure for the mathematical competence test in grade 1 of starting
cohort 2 (kindergarten). The mathematics test contained 22 items with different response
formats representing different content areas as well as cognitive components while using
different response formats. The test was administered to 6,510 children in first grade. Their
responses were scaled using the partial credit model. Item fit statistics, differential item
functioning, Rasch-homogeneity, and the test’s dimensionality were evaluated to ensure the
quality of the test. These analyses showed that the test exhibited an acceptable reliability,
good item fit and that the items fitted the model in a satisfactory way. Furthermore, test
fairness could be confirmed for different subgroups. As the correlations between the five
content areas were very high in a multidimensional model, the assumption of
unidimensionality seems adequate. Overall, the results revealed good psychometric
properties of the mathematics test, thus supporting the estimation of a reliable mathematics
competence score. Besides the scaling results, this paper also describes the data available in
the Scientific Use File and provides ConQuest-Syntax for scaling the data – including the
necessary item parameters.
description: NEPS Survey Papers, No. 46 (2018)
title: NEPS Technical Report for Mathematics: Scaling Results of Starting Cohort 2 for Grade 2
Creators: name: Schnittjer, Insa
name: Gerken, Anna-Lena
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: item response theory
subject: scaling
subject: mathematical competence
subject: scientific use file

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competencies across the whole life span and designs tests for assessing these different
competence domains. In order to evaluate the quality of the competence tests, a wide range
of analyses based on item response theory (IRT) were performed. This paper describes the
data and scaling procedure for the mathematical competence test in grade 2 of starting cohort
2 (kindergarten). The mathematics test contained 24 items with different response formats
representing different content areas and cognitive components. The test was administered to
6,168 students. Their responses were scaled using the partial credit model. Item fit statistics,
differential item functioning, Rasch-homogeneity, and the test´s dimensionality were
evaluated to ensure the quality of the test. These analyses showed that the test exhibited an
acceptable reliability, good item fit and that the items fitted the model in a satisfactory way.
Furthermore, test fairness could be confirmed for different subgroups. Limitations of the test
were the large number of items targeted toward a lower mathematical ability as well as the
relatively high omission rates in three complexe multiple choice items. Overall, the
mathematics test had acceptable psychometric properties that allowed for an estimation of
reliable mathematics competence scores. Besides the scaling results, this paper also describes
the data available in the Scientific Use File and provides the ConQuest syntax for scaling the
data.
description: NEPS Survey Papers, No. 47 (2018)
title: Measuring Cultural Capital in the NEPS
Creators: name: Goßmann, Frank
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: educational inequality
subject: cultural capital
subject: Bourdieu
subject: cultural reproduction
subject: cultural mobility

description: Cultural capital theory is an established approach to explain educational inequalities by social
origin. Hence, measuring cultural capital in a survey on education like the NEPS is of
paramount importance. This paper gives a detailed overview of the cultural capital
measurements in the NEPS. It outlines the theoretical background and mechanisms leading to
educational inequalities. According to these mechanisms, the cultural capital instruments in
the NEPS aim to measure objectified and embodied cultural capital as well as reading culture
as means of social distinction and learning. Cultural capital instruments in NEPS starting
cohorts 3 and 6 are described. Reliability and validity of the measures were tested using the
scientific use files of the NEPS starting cohort 3 and NEPS starting cohort 6 Taken together
starting cohort 3 and 6 contain almost all of the numerous cultural capital measurements in
the NEPS. Essentially, these results indicate that the majority of the cultural capital
measurements are reliable and valid. This is especially true for measures developed for adult
respondents whereas measuring cultural capital of students at the beginning of secondary
education seems to be more challenging.
description: NEPS Survey Papers, No. 48 (2018)
title: Measuring rational educational choices in NEPS
Creators: name: Steinberg, Hannah
name: Hoenig, Kerstin
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: Rational choice theory
subject: social inequalities
subject: educational decision
subject: decision-making process
subject: class position

description: Models based on rational choice theory have emerged as the most prominent explanation of
educational inequality. These approaches explain systematic differences in educational
decisions between students and parents from different social backgrounds by pointing out
differences in the respective cost benefit calculations. However, few studies have tried to
assess the perceived costs, benefits and success probabilities of different educational
options directly. This paper provides an overview of the operationalization of these
parameters for all starting cohorts of the NEPS. It also presents empirical results from
Starting Cohort 4 and provides information on data handling and modeling strategies.
description: NEPS Survey Papers, No. 49 (2018)
title: Returns to Education Across the Life Course in the National Educational Panel Study: Theoretical Framework and Corresponding Survey Program
Creators: name: Bela, Anika
name: Feinauer, Nadja
name: Gebel, Michael
name: Heineck, Guido
name: Lettau, Jacqueline
name: Mergard, Katrin
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2018
Subjects: subject: returns to education
subject: labor market outcomes
subject: civic engagement
subject: health
subject: well-being

description: One of the key themes covered in the National Educational Panel Study (NEPS) are returns to
education. Within this wide-ranging field, NEPS focuses on the four following returns
dimensions on which education is supposed to have an effect: labor market outcomes, civic
engagement, health, and subjective well-being. The transformation of education into these
outcomes occurs through a multitude of different sub-processes. Therefore adequate,
relevant instruments necessary for analyses of, ideally, the causal relationship between and
mediators of educational attainment and the outcomes from which an individual benefits in
his or her working and private life are included in the NEPS survey program. In the present
paper, we outline the theoretical framework underlying the design of the returns-related
NEPS questionnaire program, which relies on human capital theory and theories that consider
the role of social capital, and we briefly present the implemented measurement concepts for
each of the outcome domains.
description: NEPS Survey Papers, No. 50 (2018)
title: Quality of Parent-Child-Interactions
Creators: name: Linberg, Anja
name: Mann, Daniel
name: Attig, Manja
name: Vogel, Franziska
name: Weinert, Sabine
name: Roßbach, Hans-Günther
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019

description: Assessment of Interactions with the Macro-Analytic Rating System of Parent-Child-Interactions in the National Educational Panel Study at the Child’s Age of 7, 17, and 26 Months
description: NEPS Survey Papers, No. 51 (2019)
Tree reconciliation accounting for segmental events: A reduced representation of the solution space
Creators: name: Charpentier, Mael
name: Gascon, Mathieu
name: Mattéo Delabre
name: El-Mabrouk, Nadia
Publisher: name: F1000 Research Limited
Year: 2024

description: Synesth is a tree reconciliation algorithm explicating the evolution of genomic regions or syntenies in a set of genomes. The considered evolutionary model involves segmental events, namely events acting on multiple genes: duplications, losses, gains, synteny fissions and horizontal gene transfers which may go through unsampled or extinct species.

Among the space of possible histories explicating a synteny and species tree given as input, we are interested in selecting the most likely ones.

There are multiple ways to do it, for example by assigning costs (or probabilities) to event types and selecting histories minimizing (resp. maximizing) the overall cost (resp. probability). Or, by choosing the Pareto-optimal histories (in terms of counts of each event type).

The issue is that there are still too many optimal histories. How can we find a summarize these histories into a single "representative" one?
title: Longitudinal class identifiers for NEPS Starting Cohort 3: Generation process and application examples
Creators: name: Florean, Daniele
name: Hofmann, Johannes
name: Kleinert, Corinna
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
Subjects: subject: class group
subject: class identifier
subject: longitudinal dataset
subject: peer effects
subject: Starting Cohort 3

description: In the German National Educational Panel Study (NEPS) Starting Cohort 3 (SC3) students in
Grade 5 were selected within their school and class contexts. Up to now, class structures could
be identified only cross-sectionally in the data and it was not possible to identify class
membership longitudinally over the years. This survey paper describes the process of
generating a new set of longitudinal class identifiers for the SC3 participants in school contexts
from grade 5 to grade 9. The generated identifiers are consistent not only within but also
across waves, allowing for longitudinal analyses of class membership and network effects. We
then present a brief description of class mobility from grade 5 to grade 9 for the participants
of the NEPS-SC3 samples drawn in 2010 and 2012.
description: NEPS Survey Papers, No. 52 (2019)