cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
title: NEPS Technical Report for Science – Scaling Results of Starting Cohort 4 in Ninth Grade
Creators: name: Schöps, Katrin
name: Saß, Steffani
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2013
Subjects: subject: scientific literacy
subject: 9th grade
subject: differential item functioning item response theory
subject: scaling
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 have been performed based on item response theory (IRT). This paper describes
the data on scientific literacy for starting cohort 4 in grade 9. Besides presenting 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 also explained. The science test in grade 9 consisted of 28 multiple choice and
complex multiple choice items and covers two knowledge domains as well as three different
contexts. The test was administered to 14,475 students. A Partial Credit Model was used for
scaling the data. Item fit statistics, differential item functioning, Rasch-homogeneity, and the
tests’ dimensionality were evaluated to ensure the quality of the test. The results illustrate
good item fit values and measurement invariance across various subgroups. Moreover, the
test showed a high reliability. As the correlations between the two knowledge domains 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. But overall, the
results emphasize the good psychometric properties of the science test, thus supporting the
estimation of reliable scientific literacy scores. In this paper, the data available in the
Scientific Use File, are described and the ConQuest-Syntax for scaling the data is provided.
description: NEPS Working Papers, No. 23 (2013)
title: NEPS Technical Report for Science – Scaling Results of Starting Cohort 2 in Kindergarten
Creators: name: Schöps, Katrin
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2013
Subjects: subject: Scientific Literacy
subject: Kindergarten
subject: Picture Based Assessment
subject: Differential Item Functioning
subject: Item Response Theory
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 have been performed based on item response theory (IRT). This paper describes
the data on scientific literacy for starting cohort 2 in kindergarten. Next to descriptive
statistics of the data, the scaling model applied to estimate competence scores, analyses
performed to investigate the quality of the scale, as well as the results of these analyses are
presented. The test consisted of 26 items and was administered to 2,955 children. A partial
credit model was used for scaling the data. Item fit statistics, differential item functioning,
Rasch-homogeneity, and the tests’ dimensionality were evaluated to ensure the quality of
the test. The results show that the items, except for one, exhibited good item fit and
measurement invariance across various subgroups. Moreover, the test showed a high
reliability. As the correlations between the two knowlegde domains are very high in a
multidimensional model, the assumption of unidimensionality seems adequate. However, a
justified point of criticism is that the test lacks very difficult items. But overall, the results
revealed good psychometric properties of the science test, thus supporting the estimation of
a reliable scientific literacy score. This paper describes the data available in the Scientific Use
File and provides ConQuest-Syntax for scaling the data.
description: NEPS Working Papers, No. 24 (2013)
title: NEPS Technical Report for Reading – Scaling Results of Starting Cohort 6 for Adults in Main Study 2010/11
Creators: name: Hardt, Katinka
name: Pohl, Steffi
name: Haberkorn, Kerstin
name: Wiegand, Elena
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2013
Subjects: subject: item response theory
subject: scaling
subject: reading competence
subject: scientific use file
subject: adults

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competencies across the whole life span and tests for assessing the different competence
domains are developed. In order to evaluate the quality of the competence tests, a wide
range of analyses have been performed based on Item Response Theory (IRT). This paper
describes the data and scaling procedures of the adult reading competence test in starting
cohort 6. After reporting descriptive statistics of the data, the scaling model applied to
estimate competence scores, analyses performed to investigate the quality of the scale, as
well as the results of these analyses are presented. The reading competence test for the
adults’ cohort consisted of 32 items, which represented different cognitive requirements
and text functions and used different response formats. The test was administered to 5,349
persons. A partial credit model was used for scaling the data. Item fit statistics, differential
item functioning, Rasch-homogeneity, the tests’ dimensionality, and local item
independence were evaluated to ensure the quality of the test. The results showed that the
test exhibits a high reliability and that the items fit the model. Moreover, measurement
invariance could be confirmed for various subgroups. Dimensionality analyses showed that
the different cognitive requirements foster a unidimensional construct, while there is some
evidence for multidimensionality based on text functions. It is to note that there is a
considerable amount of items that have not been reached by the test takers within
assessment time and that there are many items that are targeted towards a lower reading
ability. Altogether, the results show good psychometric properties of the reading
competence test and support the estimation of a reliable reading competence score. In
addition to scaling results, the data available in the Scientific Use File are described and the
ConQuest-Syntax for scaling the data is provided.
description: NEPS Working Papers, No. 25 (2013)
title: Replication Weights for the Cohort Samples of Students in Grade 5 and 9 in the National Educational Panel Study
Creators: name: Zinn, Sabine
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2013
Subjects: subject: variance estimation
subject: method of balanced repeated replication
subject: National Educational Panel Study
subject: ﬁfth- and ninth-grade sample

description: In order to obtain valid inference, the analysis of survey data requires special approaches to ac-
count for sampling design features. This is particularly true for analyzing complex survey data
in which inclusion probabilities are not constant—as is the case, for example, in the National
Educational Panel Study (NEPS). One way to achieve proper results—even when a statistical
method does not explicitly account for survey design features—is the method of balanced re-
peated replication. This methodology provides a correct assessment of the variances for a wide
range of estimators from stratiﬁed multistage sampling designs. Balanced repeated replication
can be applied without further ado if so-called replication weights are available. To facilitate an
unbiased variance estimation for NEPS data users, the NEPS methods group provides speciﬁc
replication weights for the students participating in the ﬁrst wave of the NEPS ﬁfth-grade sample
and for students participating in the ﬁrst and the second wave of the NEPS ninth-grade sample
as well. Additionally, replication weights are provided for ﬁfth and ninth graders, for whom an
interview with one parent could be realized. In this paper we describe how these weights have
been derived and how they can be used to yield valid variance estimates.
description: NEPS Working Papers, No. 27 (2013)
title: Sampling and Weighting the Kindergarten Cohort Sample of the National Educational Panel Study
Creators: name: Aßmann, Christian
name: Steinhauer, Hans Walter
name: Zinn, Sabine
name: Goßmann, Solange
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2013
Subjects: subject: sampling
subject: sampling weights
subject: response propensity analysis
subject: Kindergarten cohort sample
subject: National Educational Panel Study

description: The National Educational Panel Study (NEPS) surveys a cohort sample of Kindergarten children
(Starting Cohort 2, SC2) and releases corresponding Scientiﬁc Use Files, see doi:10.5157/NEPS:
SC2:2.0.0 for the actual version. This paper gives details on the applied indirect sampling
procedure, the derivation of design weights, their successive adjustments, and the derivation of
panel weights. Sampling of Kindergartens is based on an indirect approach because a sampling
frame for direct sampling is available neither for Kindergarten children nor for Kindergarten
institutions. Starting out with a sample of elementary schools, we draw on Kindergartens that
were supplying these elementary schools with ﬁrst-grade students in school year 2009/2010.
After correcting for institutional and individual unit nonresponse each panel cohort member is
assigned an adjusted design weight. Relying on these, for all panel waves cross-sectional and
longitudinal weights are computed. Furthermore, weights are given for subgroups of the panel
cohorts that are of special interest in our analysis. This concerns particularly the group of
children continually taking part in the successive waves of the survey and the group of children
and parents participating jointly. Analysis via probit regresions highlights the factors inﬂuencing
the participation probability.
description: NEPS Working Papers, No. 29 (2013)
title: NEPS Technical Report for Mathematics—Scaling Results of Starting Cohort 6 for Adults in Main Study 2010/11
Creators: name: Jordan, Anne-Katrin
name: Duchhardt, Christoph
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2013
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 have been performed on the basis of item response theory (IRT). This paper
describes the data and scaling procedures on mathematical competence for Starting Cohort
6–Adults. Besides presenting 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 also explained. The mathematics test for adults
consisted of 22 items representing different content areas as well as different cognitive
components and using different response formats. The test was administered to 5,245
adults. A Rasch model was applied to scaling the data. Item fit statistics, differential item
functioning, Rasch-homogeneity, and the tests’ 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 showed a high 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 are the
relatively high omission rates in some items and the lack of very difficult items. But 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 Working Papers, No. 32 (2013)
Beyond Hoax and Hoaxtivism in Digital Indonesia
Creators: name: Epafras, Leonard Chrysostomos
Publisher: name: Zenodo
Year: 2022
Subjects: Hoaxtivism
Hoax
Digital Indonesia

description: Presentation presented at Seminar Learn Global Challenges, Nurture Global Leadership, Universitas Gadjah Mada, Yogyakarta, 15-16 August 2019. Digital technology provided instrumentalized and mediatized human experience and social interaction. Hoax & hoaxtivism are the outcome of this. Hoaxtivism in this regards is a practice/activism of producing, consuming and distributing hoax, misinformation, disinformation, and other related terms. Moreover, it is the effect of digital logic that exploit access, efficiency and maximum performance. Hence it is an example of viralized mode of public communication.
title: NEPS Technical Report for Reading—Scaling Results of Starting Cohort 5 for First-Year Students in Main Study 2010/11
Creators: name: Pohl, Steffi
name: Haberkorn, Kerstin
name: Hardt, Katinka
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
Subjects: subject: Item response theory
subject: scaling
subject: reading competence
subject: Scientific Use File
subject: university and college students

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competencies across the whole life span and developing tests for assessing different
competence domains. In order to evaluate the quality of the competence tests, a wide range
of analyses have been performed based on item response theory (IRT). This paper describes
the data and scaling procedures of the students’ reading competence data in Starting Cohort
5. The reading competence test for the students contains 29 reading items with different
response formats representing different cognitive requirements and text functions. The test
was administered to 7,085 students and the data were scaled using the partial credit model.
Item fit statistics, differential item functioning, Rasch-homogeneity, the tests’
dimensionality, and local item independence were evaluated to ensure the quality of the
test. The results showed that the test exhibits an acceptable reliability and that the items fit
the model in a satisfactory way. Furthermore, test fairness could be confirmed for different
subgroups. Challenges of the test include 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. Further challenges arise from dimensionality analyses based on
both text functions and cognitive requirements. Overall, the reading test had acceptable
psychometric properties and results of the quality of the scale support the estimation of a
reliable reading competence score. Besides scaling results, this paper describes the data
available in the Scientific Use File and presents the ConQuest-syntax for scaling the data.
description: NEPS Working Papers, No. 34 (2014)
title: Estimation of Plausible Values using Background Variables with Missing Values: A Data Augmented MCMC Approach
Creators: name: Aßmann, Christian
name: Carstensen, Claus H.
name: Gaasch, Christoph
name: Pohl, Steffi
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
Subjects: subject: Item response theory
subject: bayesian estimation
subject: missing-data imputation
subject: mathematical competence

description: The National Educational Panel Study (NEPS) provides data on the development of compe-
tencies across the whole life span to educational researchers and politicians. Plausible values as
a measure of individual competence are estimated by explicitly including background variables
capturing individual characteristics into the corresponding Item Response Theory (IRT) models.
Despite tremendous eﬀorts in ﬁeld work, missing values in the background variables can occur.
Adequate estimation routines are needed to reﬂect the uncertainty stemming from missing values
in the background variables in the estimation of plausible values. To achieve this, we propose
to adapt an estimation strategy based on Markov Chain Monte Carlo (MCMC) techniques that
simultaneously addresses missing values in background variables in the estimation of plausible
values for the competence scores. The resulting hybrid sampling scheme establishes a one-step
approach for the estimation of plausible values using IRT models that incorporate background
variables with missing values. In a simulation study allowing to control the mechanism causing
missing values, we evaluate the validity of our approach with respect to statistical accuracy. The
results show that the proposed approach is capable to recover the true regression parameters
describing the relationship between latent competence scores and background variables. The
approach is illustrated on an example using data from the NEPS on mathematical competencies
of ﬁfth grade students.
description: NEPS Working Papers, No. 38 (2014)
title: NEPS Technical Report for Computer Literacy – Scaling Results of Starting Cohort 3 in Grade 6
Creators: name: Senkbeil, Martin
name: Ihme, Jan Marten
name: Adrian, Esther Dameria
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
Subjects: subject: item response theory
subject: scaling
subject: computer literacy
subject: Scientific Use File

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competences across the whole life span. Furthermore, NEPS develops tests for assessing the
different competence domains. In order to evaluate the quality of the competence tests, a
wide range of analyses have been performed based on Item Response Theory (IRT). This
paper describes the computer literacy data of Starting Cohort 3 in Grade 6 (Wave 2). Next to
descriptive statistics of the data, the scaling model applied to estimate competence scores,
the analyses performed to investigate the quality of the scale as well as the results of these
analyses are presented. The computer literacy test in Grade 6 consisted of 30 items, which
represented different cognitive requirements and software applications. A multiple choice
format was used. The test was administered to 4,872 students. A Rasch model was used for
scaling the data. Item fit statistics, differential item functioning, Rasch homogeneity, the
tests’ dimensionality, and local item independence 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 showed acceptable reliability and
the different comprehension requirements foster a unidimensional construct. Challenges of
the test are the small number of very difficult items and the relatively low reliability of the
test. In summary, the scaling procedures show that the test is a reliable instrument with
satisfying psychometric properties for assessing computer literacy. In the paper, the data
available in the Scientific Use File are described and ConQuest-Syntax for scaling the data is
provided.
description: NEPS Working Papers, No. 39 (2014)
title: Immigrants in the NEPS: Identifying generation status and group of origin
Creators: name: Olczyk, Melanie
name: Will, Gisela
name: Kristen, Cornelia
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
Subjects: subject: immigrants
subject: generation status
subject: country of origin

description: The data collection of the German National Educational Panel Study (NEPS) allows us to
describe educational careers of immigrants and their descendants across their life course. To
consider educational patterns for different immigrant groups and generations, it is necessary
to identify the immigrant population in an adequate way. The NEPS provides a wide range of
measures that researchers may apply in ways consistent with their research interests. This
contribution illustrates one possible approach to identifying different immigrant groups and
generations. It is based on information on the country of birth of the target person and of
her or his parents and grandparents. The generated variables are part of various NEPS data
sets. In addition to describing their makeup, the paper includes descriptive results on the
distributions for the first waves of three starting cohorts: Kindergarten, Grade 5, and Grade
9.
description: NEPS Working Papers, No. 41a (2014)
title: Immigrants in the NEPS: Identifying generation status and group of origin
title: Supplement
titleType: Subtitle
Creators: name: Olczyk, Melanie
name: Will, Gisela
name: Kristen, Cornelia
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2016

description: This supplement informs about two central decisions which were taken after the working
paper 41a was published. First, three additional variables will be included in the next
Scientific Use Files which inform about the origin of NEPS respondents. Second, the
supplement informs about the approach handling the longitudinal data structure with
respect to the generated variables on generation status and origin. 
description: NEPS Working Papers, No. 41a (2016)
title: Personen mit Zuwanderungshintergrund im NEPS: Zur Bestimmung von Generationenstatus und Herkunftsgruppe
Creators: name: Olczyk, Melanie
name: Will, Gisela
name: Kristen, Cornelia
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
Subjects: subject: Migranten
subject: Generationenstatus
subject: Herkunftsland

description: Mit den Daten des Nationalen Bildungspanels (NEPS) lässt sich der Bildungsverlauf von Zu-
wanderern und ihren Nachkommen über verschiedene Bildungsetappen hinweg beschrei-
ben. Die Bildungsmuster können für einzelne Migrantengruppen ebenso wie im Generatio-
nenverlauf untersucht werden. Eine zentrale Voraussetzung zur Ausschöpfung dieses Poten-
tials besteht in der geeigneten Identifizierung der zugewanderten Population. Das NEPS er-
fasst eine Vielzahl von Merkmalen, die in Abhängigkeit des spezifischen Forschungsinteres-
ses zur Bestimmung der Bevölkerung mit Zuwanderungshintergrund herangezogen werden
können. Eine mögliche Vorgehensweise zur Identifizierung des Generationenstatus und der
Herkunftsgruppe, in die Informationen zum Geburtsland der Zielperson ebenso wie zu deren
Eltern und Großeltern einfließen, wird in diesem Beitrag vorgestellt. Die hierzu generierten
Variablen werden in die Scientific Use Files aufgenommen. Neben der Beschreibung des
Vorgehens zur Bildung dieser Variablen werden empirische Verteilungen für drei Startkohor-
ten präsentiert. Es handelt sich dabei um die erste Welle der Erhebungen im Kindergarten, in
Klasse 5 und in Klasse 9.
description: NEPS Working Papers, No. 41b (2014)
Checklist of the Odonata from Colombia
Creators: name: Bota-Sierra, Cornelio Andrés
name: Álvarez-Álvarez, Karen
name: Amaya, Vanessa
name: Carrillo, Beatriz
name: Garzón-Salamanca, Laura
name: Hoyos, Alejandro
name: Palacino-Rodríguez, Fredy
name: C. Mendoza-Penagos, Cristian
name: Montes-Fontalvo, Jenilee
name: Pérez-Gutiérrez, León
name: Realpe, Emilio
name: Sánchez-Herrera, Melissa
name: Sandoval-H, Juliana
name: Stand-Pérez, Miguel
name: Torres-Pachón, Monica
name: Velásquez, Maria
name: Cano-Cobos, Yiselle
Publisher: name: figshare
Year: 2024
Subjects: classificationCode: 310304
subject: Freshwater ecology
classificationCode: 310302
subject: Community ecology (excl. invasive species ecology)
classificationCode: 310401
subject: Animal systematics and taxonomy

description: Colombian odonatological history was scarce until two decades ago. Here, we present an updated, thoroughly vetted, and refined checklist of taxonomic and geographical records of Colombian odonates, built upon the previous publication in 2011. To achieve this, we conducted an extensive literature review, and curated the most representative biological collections of odonates in the country. Our goal was to integrate new records and recently described species, while excluding misidentifications or doubtful identifications due to a lack of support from taxonomic revisions and specimens in collections. We report a total of 536 species, reflecting a 38% increase in odonate richness since the last published checklist in 2011. This number positions Colombia among the top ten countries with the highest number of odonates worldwide. We include important taxonomic details for each species in the checklist, the availability of female and/or larva description(s), and the IUCN species assessment. We also highlight rare or puzzling species, which records for the country are controversial. It is noteworthy that the majority of these contributions stem from local Colombian research efforts that have enriched our national reference collections, including ANDES-E, CEUA, and UARC. Geographically, the department with the highest diversity is Meta with 205 species followed by Antioquia with 170 species. The latter holds the highest number of endemics across the country. We anticipate that this effort will be the basis and inspiration for future research on Colombian odonatofauna, especially in underexplored areas, and will encourage conservation initiatives for freshwater ecosystems across the country.Here we present the database with the checklist for Colombian Odonata.
title: Personen mit Zuwanderungshintergrund im NEPS: Zur Bestimmung von Generationenstatus und Herkunftsgruppe
title: Supplement
titleType: Subtitle
Creators: name: Olczyk, Melanie
name: Will, Gisela
name: Kristen, Cornelia
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2016

description: Seit dem Erscheinen des Working Papers 41b wurden zwei bedeutende Entscheidungen ge-
troffen, über die in diesem Supplement informiert werden soll. Zum einen werden mit den
nächsten Scientific Use Files drei zusätzliche Variablen ausgegeben, die Auskunft über die
Herkunft der NEPS Befragten geben. Zum anderen wird beschrieben, wie mit den Variablen
zur Herkunft und zum Generationenstatus im Längsschnitt umgegangen wird.
description: NEPS Working Papers, No. 41b (2016)
title: Erfassung der fluiden kognitiven Leistungsfähigkeit über die Lebensspanne im Rahmen der National Educational Panel Study
Creators: name: Brunner, Martin
name: Lang, Frieder R.
name: Lüdtke, Oliver
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014

description: Die Expertise behandelt die Möglichkeiten und Grenzen einer zeitökonomischen Erfassung
fluider, non-verbaler Intelligenzleistungen2 Gf bei Menschen zwischen 5 und 67 Jahren. Als
Indikatoren von Gf schlagen wir Messinstrumente zur Erfassung der Wahrnehmungsge-
schwindigkeit WG und zum schlussfolgernden Denken SF vor: Diese Indikatoren liegen im
konzeptionellen Zentrum von Gf und es wurde wiederholt empirisch gezeigt, dass WG und
SF einen bedeutsamen Beitrag für eine erfolgreiche Entwicklung leisten. Zur Evaluation be-
stehender Instrumente dieser kognitiven Kompetenzen haben wir die psychometrischen
Kriterien Validität, Reliabilität und Messinvarianz herangezogen. Wir haben uns dabei auf
Instrumente zur Erfassung von Gf konzentriert, die am häufigsten im deutschen Sprachraum
in der Individualdiagnostik eingesetzt werden oder sich in large-scale-Studien sowie bedeut-
samen Längsschnittstudien bewährt haben. Auf Grundlage dieser Evaluation sprechen wir
zwei Empfehlungen aus: (1) Bei Verwendung von Tests aus der Wechslertest-Familie wird ein
national und international sehr bewährtes Instrument der Individualdiagnostik gewählt. Es
ist hierbei keine Neuentwicklung notwendig, jedoch werden relativ hohe Lizenzgebühren für
die Verwendung der Wechslertests in NEPS anfallen. (2) Die Verwendung und Weiterent-
wicklung bestehender, nicht-kommerzieller Tests zur Erfassung von Gf, nämlich des Zeichen-
Zahlen-Tests aus dem SOEP und der Gerotest-Matrizen des IPG Erlangen. Folgt man diesem
zweiten Vorschlag, fallen zwar einmalig größere Kosten für die altersgerechte Weiterent-
wicklung der Instrumente an, jedoch sind anschließend keine Lizenzgebühren mehr zu ent-
richten. Unseres Erachtens werden beide Empfehlungen darin münden, Gf bzw. SF und WG
valide und reliabel über die Lebensspanne von 5 bis 67 Jahren zu erheben.
description: NEPS Working Papers, No. 42 (2014)
title: Erfassung der fluiden kognitiven Leistungsfähigkeit über die Lebensspanne im Rahmen der National Educational Panel Study
Creators: name: Lang, Frieder R.
name: Kamin, Stefan
name: Rohr, Margund
name: Stünkel, Conrad
name: Williger, Bettina
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014

description: Ziel des Projekts war die Entwicklung von robusten ultrakurzen Tests zur Messung der flui-
den kognitiven Leistung über die Lebensspanne, die sich dafür eignen sollen, im Rahmen der
Panel-Erhebungen des Nationalen Bildungspanels (NEPS) je nach Bedarf in Einzel- oder
Gruppensitzungen, eingesetzt zu werden. Zu diesem Zweck wurden zwei kognitive Kurztests
entwickelt, die aufgrund einer über alle Altersgruppen gleichen Aufgabenstruktur eine kon-
tinuierliche Messung bei Kindern, Jugendlichen und Erwachsenen erlauben. In ihrer Exper-
tise empfehlen Brunner, Lang und Lüdtke (2009), dass als Grundlage für eine robuste, non-
verbale Erfassung fluider Leistungspotenziale über die Lebensspanne bereits bestehende,
nicht-kommerzielle Tests zur Erfassung der Wahrnehmungsgeschwindigkeit (WG, vgl. dazu
den SOEP-Zeichentest; Lang, 2005; Lang, Weiss, Stocker & von Rosenbladt, 2007) und des
Schlussfolgernden Denkens (SF, vgl. dazu Gerotest-Matrizen-Test: GerMaT, IPG Erlangen,
www.gerotest.de) dienen. In der zweijährigen Projektlaufzeit von Oktober 2009 bis Septem-
ber 2011 wurden auf Basis der Expertise von Brunner, Lang und Lüdtke (2009/2014)2 zwei
ultrakurze Instrumente entwickelt, die sich hinsichtlich der genannten Kriterien als valide,
messinvariant und über verschiedene Erhebungsbedingungen als robust erweisen.
description: NEPS Working Papers, No. 43 (2014)
title: The Standard Stress Scale (SSS): Measuring Stress in the Life Course
Creators: name: Gross, Christiane
name: Seebaß, Katharina
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
Subjects: subject: Stress
subject: distress
subject: scale
subject: index

description: This contribution presents the Standard Stress Scale (SSS); this is a new scale which has been
specially developed to meet the requirements of multicohort panel studies, such as the
National Educational Panel Study (NEPS), which refer to the whole life course. Accordingly,
the SSS is consistently applicable for different age groups from 14 years old onwards and is
also suitable for a wide range of people irrespective of their stage in life and employment
situation; the items are applicable for old-age pensioners, unemployed, employed and self-
employed, househusbands and –wives, for university students and so forth. To obtain the
final 11-item Standard Stress Scale (SSS), 35 questions regarding stressful life situations,
social stress, daily distress, anxieties about the future and other stresses and strains were
developed following the theoretical approach of the effort-reward imbalance model (ERI)
and the demand-control model. These 35 items were pretested with different subsamples—
such as students in different school types, university students, and adults in different life
stages—using self-administered questionnaires. The total sample of the pretest includes 372
respondents. All of the 35 original questions had a small item-nonresponse rate and a good
variance among respondents. Using factor analyses, the questions with the highest factor
loading on each of the dimensions were used to represent the final 11-item SSS. In some
cases, when the questions with the highest loading did not perform well in the cognitive
pretest, the item with the second highest loading was chosen instead. Although the most
distinct items were selected, the final 11 items of the SSS show good reliability values. For all
subsamples, the Cronbach's Alpha values vary in a range from 0.58 for the unemployed to
0.66 for students. In addition to this, further analyses show a high correlation of the final SSS
with self-rated health.
description: NEPS Working Papers, No. 45 (2014)
title: NEPS Technical Report: Generated School Type Variable t723080_g1 in NEPS-SUFs of Starting Cohorts 3 and 4
Creators: name: Bayer, Michael
name: Goßmann, Frank
name: Bela, Daniel
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
Subjects: subject: generated variable
subject: currently attended school type
subject: class context

description: The school type currently attended by students is an important piece of information for edu-
cational research. Because the German educational system is highly complicated, and stu-
dents—especially in Grade 5 (SC3)—are too young to give exhaustive information about
their school history, this information is collected by interviews with parents. This leads to
two problems: (1) As episodic data about school history are collected, there is no variable
providing cross-sectional information about the attended school type. (2) Because not all
parents take part in our interviews, we have to deal with a large amount of unit nonre-
sponse.
In this report we describe one possible strategy for solving these problems. This strategy
consists of multiple steps in which (1) the current school episode of students with parent
information is identified, (2) the true school type information is assigned at class level based
on data from the parent interview, and (3) the class-specific school type information thus
obtained is used to replace missing data of those students whose parents did not participate
in the parent interview.
description: NEPS Working Papers, No. 46 (2014)
title: NEPS Technical Report for Reading: Scaling Results of Starting Cohort 6 for Adults in the Main Study 2012
Creators: name: Koller, Ingrid
name: Haberkorn, Kerstin
name: Rohm, Theresa
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
Subjects: subject: item response theory
subject: scaling
subject: reading competence
subject: Scientific Use File
subject: adults

description: The National Educational Panel Study (NEPS) aims to investigate the development of
competencies across the whole life span. It also develops tests for assessing the different
competence domains. In order to evaluate the quality of the competence tests, a wide range
of analyses have been performed based on Item Response Theory (IRT). This paper describes
the data and results of reanalyzing the adult reading competence test. The adult reading test
was first administered in the main study 2010/11. In 2012, the same test was administered
to a refreshment sample, that is, it was presented to subjects who had not taken the test in
the first study. As in the main study of 2010/2011, the reading competence test for the adult
cohort consisted of 32 items, which represented different cognitive requirements and text
functions and used different response formats. The test was administered to 3,156 persons.
Because this paper describes the reanalysis of an existing reading competence test in NEPS,
the detailed description of the test and the scaling procedure are given in the NEPS Working
Paper No. 25 (see Hardt, Pohl, Haberkorn, & Wiegand, 2013). Thus, the description in the
present paper is kept as short as possible. After reporting descriptive statistics of the data,
the partial credit model was applied to investigate the quality of the scale. The results
showed that the test exhibits high reliability and that the items fit the model. Moreover,
measurement invariance could be confirmed for various subgroups. Dimensionality analyses
showed that the different cognitive requirements foster a unidimensional construct, and
there is some evidence for multidimensionality based on text functions. It should benoted
that a considerable amount of items were not reached by the test takers within the given
assessment time and that many items were targeted toward a lower reading ability.
Altogether, as in the main study 2010/2011, the results show good psychometric properties
of the reading competence test and support the estimation of a reliable reading competence
score. Furthermore, measurement invariance between the two main studies could be
confirmed. Therefore, the competence scores for the main study 2012 were estimated with
fixed item parameters from the main study 2010/11 in order to place the subjects of the two
studies on the same scale. At the end of the paper, the data available in the Scientific Use
File are described and the ConQuest-Syntax for scaling the data is provided.
description: NEPS Working Papers, No. 48 (2014)
BO'LAJAK BOSHLANG'ICH SINF O'QITUVCHILARINING RAQAMLI TA'LIM TEXNOLOGIYALARIDAN FOYDALANISHNING AFZALLIGI
Creators: name: Ro'zimatov, Jamshid
Publisher: name: Zenodo
Year: 2024

description: Hozirgi kundagi hayotimizning barcha sohalarini raqamlashtirish, jumladan,maktabgacha ta’lim va boshlang’ich ta’limda raqamli texnologiyalarning o’rni, bo’lajak boshlang’ich sinf o’qituvchilarini tayyorlashda raqamli texnologiyalarning o’rni, zamonaviy ta’limning muammolari ko’rib chiqilgan. Boshlang’ich ta’limda raqamli texnologiyalarni joriy etishning ijobiy va salbiy tomonlari, boshlang’ich ta’limning xususiyatlari va imkoniyati, boshlang’ich ta’limda raqamli texnologiyalar ahamiyati, ulardan oqilona va samarali foydalanish talablari keltirilgan. Maqolada hozirgi globallashuv davrining muhim ehtiyoji hisoblanmish maktabgacha va boshlang’ich ta’lim yoshidagi bolalarning bilim faolligini, dunyoqarashini va motivatsiyasini oshiruvchi zamonaviy o’quv jarayoni vositasi sifatida axborot-kommunikatsiya texnologiyalari va raqamli texnologiyalarni qo’llash nazariyasi va metodologiyasining dolzarb muammolari muhokama qilinadi.
title: NEPS Technical Report for Orthography: Scaling Results of Starting Cohort 3 in Grades 5 and 7
Creators: name: Blatt, Inge
name: Frahm, Sarah
name: Jarsinski, Stephan
name: Prosch, Anna
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
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. In this paper, the test
and its theoretical framework are introduced, followed by a description of the data, of data
analysis, and its results for the Scientific Use File in Grades 5 and 7. The Scientific Use File for
Grade 5 is an upgrade. In the first release missing values were not coded separately because
the software did not allow for this. This has now been revised in the third release, including
items that are not totally identical. The aim of this Technical Report is to provide a
description that will enable the scientific community to understand as well as use the data in
an appropriate way. In so doing, 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 Grades 5 and 7.
description: NEPS Working Papers, No. 49 (2014)
title: NEPS Technical Report for Orthography: Scaling Results of Starting Cohort 3 in Grades 5 and 7 ERRATUM
Creators: name: Blatt, Inge
name: Frahm, Sarah
name: Jarsinski, Stephan
name: Prosch, Anna
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2015

description: This erratum supplements Working Paper No. 49 “NEPS Technical Report for Orthography:
Scaling Results of Starting Cohort 3 in Grades 5 and 7” published in December 2014 with two
aspects.
description: NEPS Working Papers, No. 49 (2015)
title: The Assessment of Orthographic Competence
Creators: name: Blatt, Inge
name: Prosch, Anna
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2014
Subjects: subject: spelling competency
subject: orthography
subject: graphematic

description: The measurement of competencies from a lifelong-learning perspective is an important aim
of the National Educational Panel Study (NEPS). In NEPS, orthographic competence is
measured as a stage-specific supplement in secondary school from Grades 5 through 9
because it forms an essential aspect of educational success. Orthographic competence
influences a student’s career decisively (Schneider, 2008), and good spelling achievement is
an important prerequisite for the labor market. This paper summarizes the test and its
theoretical framework.
description: NEPS Working Papers, No. 50 (2014)
title: Entwicklung eines Tests zur Erfassung von Hörverstehen auf Textebene bei Schülerinnen und Schülern der Klassenstufe 9
Creators: name: Hecker, Kristin
name: Südkamp, Anna
name: Leser, Carina
name: Weinert, Sabine
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2015
Subjects: subject: Hörverstehen
subject: Textverarbeitung
subject: Kompetenzmessung
subject: Testentwicklung

description: Im Nationalen Bildungspanel werden verschiedene Indikatoren von Sprachkompetenz
erfasst. Während einige dieser Indikatoren kohärent über die Lebensspanne gemessen
werden (z. B. der rezeptive Wortschatz, die Lesekompetenz), werden andere Indikatoren nur
zu ausgewählten Zeitpunkten im Bildungsverlauf erfasst. Dazu gehört auch das textbezogene
Hörverstehen im Deutschen, das in Klassenstufe 9 gemessen wird.  
In diesem Beitrag wird die Entwicklung eines Tests zur Erfassung von Hörverstehen auf
Textebene beschrieben. Zunächst wird auf die theoretischen und empirischen Grundlagen
der Testentwicklung eingegangen. Dabei finden die Konzeption und Messung von
Hörverstehen in anderen nationalen und internationalen Large Scale Assessments, Modelle
von Sprachkompetenz und Theorien zur kognitiven Verarbeitung von gesprochener Sprache
Berücksichtigung. Außerdem wird der Stellenwert von Hörverstehen im Deutschen innerhalb
der Konzeption zur Erfassung von Sprachkompetenz im Nationalen Bildungspanel deutlich
gemacht. Aus dem theoretischen und empirischen Hintergrund wird daraufhin ein Konzept
zur Messung von Hörverstehen im Deutschen abgeleitet. Im Anschluss daran wird die
konkrete Umsetzung eines Tests zur Erfassung von Hörverstehen in der neunten
Klassenstufe beschrieben. Dabei werden die Kriterien für die Auswahl von Hörtexten als
Testmaterial veranschaulicht. Außerdem wird dargestellt, wie Überlegungen zur
Aufgabenform (Fragen zur den Hörtexten) und zum Antwortformat umgesetzt wurden.
Schließlich wird ein Ausblick auf den Einsatz des Testverfahrens im Nationalen Bildungspanel
gegeben.
description: NEPS Working Papers, No. 53 (2015)
title: Qualität elterlichen Interaktionsverhaltens - Erfassung von Interaktionen mithilfe der Eltern-Kind-Interaktions Einschätzskala im Nationalen Bildungspanel
Creators: name: Sommer, Anja
name: Mann, Daniel
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2015
Subjects: subject: Interaktion
subject: Beobachtung
subject: Qualität familialer Lernumwelt
subject: Ratinginstrument

description: Interaktionen in der familialen Lernumwelt sind besonders im jungen Alter von zentraler
Bedeutung für die kindliche Entwicklung und spätere Bildungsverläufe. Um diese
Bildungsprozesse in Familien detaillierter zu beleuchten, ist die Erfassung der familialen
Lernumwelt in der Startkohorte 1 - Neugeborene und frühkindliche Bildung des Nationalen
Bildungspanels (NEPS) (n=3.481) nicht nur auf Befragungsdaten beschränkt, sondern wird
durch videobasierte Beobachtungen der Qualität elterlichen Interaktionsverhaltens
angereichert. Die Auswertung dieser Videodaten ist insbesondere bei dieser Fallzahl extrem
aufwändig. Um dennoch das den Videodaten inhärente Analysepotential der Scientific
Community zugänglich zu machen, haben wir, angelehnt an die NICHD-SECCYD, eine
Einschätzskala zur Erfassung von Eltern-Kind-Interaktionen (EKIE) entwickelt und
Videomaterial im Umfang von 200 Stunden ausgewertet. Eingebettet in den
Forschungsstand über Konzeption und Stellenwert frühkindlicher Eltern-Kind-Interaktionen
stellt diese Handreichung die Einschätzskala zur Erfassung von Eltern-Kind-Interaktionen
(EKIE) vor und bietet dem Nutzer einen detaillierten Einblick in Konzeption und Umsetzung
der zur Verfügung gestellten Eltern-Kind-Interaktions-Daten der 1. Welle der Startkohorte
Neugeborene und frühkindliche Bildung. Basierend auf deskriptiven Analysen werden zudem
Kennwerte über die Verteilung und Beobachterübereinstimmung präsentiert.
description: NEPS Working Papers, No. 56 (2015)
title: Assessment of Immigrant Students’ Listening Comprehension in Their First Languages (L1) Russian and Turkish in Grade 9: Extended Report of Test Construction and Validation
Creators: name: Edele, Aileen
name: Schotte, Kristin
name: Stanat, Petra
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2015
Subjects: subject: first language proficiency
subject: L1 proficiency
subject: listening comprehension
subject: test construction
subject: validity

description: In large-scale studies, immigrant students’ first language (L1) proficiency is typically
measured with subjective instruments, such as self-reports, rather than with objective tests.
The National Educational Panel Study (NEPS) addresses this methodological limitation by
testing the L1 proficiency of the two largest immigrant groups in Germany, namely students
whose families have immigrated to Germany from the area of the Former Soviet Union or
Turkey. Listening comprehension tests in Russian and Turkish were developed for this
purpose. The current paper describes the general framework and requirements for testing
first language proficiency within the NEPS and describes the construction of the L1 tests for
9th grade students. Subsequently, the paper reports the item difficulty and reliability of the
tests as well as analyses of measurement equivalence indicating that the Russian and Turkish
test assess the same construct (configural equivalence). The ability scores and their
correlations with other variables are, however, not directly comparable. Analyses of
construct validity confirm the unidimensional structure expected for the test. In addition,
the L1 test scores correlate with other indicators of L1 proficiency as well as with factors
regarded as crucial for L1 acquisition, such as exposure to L1, in the expected way
(convergent validity) and they are not substantially related to measures of general cognitive
abilities (discriminant validity). We conclude that the listening comprehension tests
developed in the NEPS are valid measures of L1 proficiency.
description: NEPS Working Papers, No. 57 (2015)