cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
title: NEPS Technical Report for Biological Competence: Scaling Results for the Additional Study Baden-Wuerttemberg
Creators: name: Hübner, Nicolas
name: Rieger, Sven
name: Wagner, Wolfgang
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2016
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 Ba-
den-Wuerttemberg. 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 Thuringia. In sum, 4,882 stu-
dents took the biology test in these three waves. The biology test consisted of 60 items, rep-
resenting 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 the items exhibited good item fit and measurement invariance across
various groups. However, the reliability was moderate. The paper also provides some infor-
mation about the data available in the Scientific Use File, ConQuest- and TAM-syntaxes for
scaling the data, and appendices that describe the scaling of each wave separately.
description: NEPS Survey Papers, No. 9 (2016)
title: NEPS Technical Report for English Reading: Scaling Results for the Additional Study Baden-Wuerttemberg
Creators: name: Hübner, Nicolas
name: Rieger, Sven
name: Wagner, Wolfgang
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2016
Subjects: subject: item response theory
subject: scaling
subject: English reading 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 English reading competence test that was used in the additional study
Baden-Wuerttemberg. 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 –
the items were used in the English reading competence test in all three consecutive waves
(2011–2013). The test was based on a subset of items from a test that was administered in
the additional study Thuringia. In sum, 4,885 students took the test in these three waves. The
English test consisted of 33 items, representing different levels of the Common European
Framework of References, ranging from level B1 to C1. A Rasch model was used to scale 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.
However, the reliability was somewhat modest, which might be due to the fact that the item
difficulties were rather low compared with the students’ competences. The paper also pro-
vides some information about the data available in the Scientific Use File, ConQuest- and TAM-
syntaxes for scaling the data, and appendices that describe the scaling of each wave separately.
description: NEPS Survey Papers, No. 10 (2016)
title: NEPS Technical Report for Physics Competence: Scaling Results for the Additional Study Baden-Wuerttemberg
Creators: name: Hübner, Nicolas
name: Rieger, Sven
name: Wagner, Wolfgang
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2016
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 Baden-
Wuerttemberg. It is based on a subset of items from a test which was administered in the
additional study Thuringia. In sum, 4,875 students took the test in these three waves. The
physics competence test consisted of 41 items. A Rasch model was used to scale 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 pa-
per also provides some information about the data available in the Scientific Use File, Con-
Quest- and TAM-syntaxes for scaling the data, and appendices that describe the scaling of
each wave separately.
description: NEPS Survey Papers, No. 11 (2016)
Ulidia nigripennis
Creators: name: Kovac, D.
name: Kameneva, E. P.
name: Korneyev, V. A.
Publisher: name: Zenodo
Year: 2022
Subjects: Biodiversity
Taxonomy
Animalia
Arthropoda
Insecta
Diptera
Ulidiidae
Ulidia
Ulidia nigripennis

description: Ulidia nigripennis (Loew, 1845) *
Material. Split-Dalmatia: Gorni Muć, 43.6908, 16.4956, 500 m a.s.l., abandoned garden, 27.05– 22.06.2013, 1 ♂, 3 ♀, 22.06–13.07.2013, 1 ♀, 22.06–28.07.2013, 1 ♂ (B. Kokan) (NMP).
description: Published as part of Kovac, D., Kameneva, E. P. & Korneyev, V. A., 2022, A Review Of Tephritidae And Ulidiidae (Diptera, Tephritoidea) Of Croatia, pp. 349-372 in Zoodiversity 56 (5) on page 371, DOI: 10.15407/zoo2022.05.349, http://zenodo.org/record/7427863
title: NEPS Technical Report for Mathematics: Scaling Results of Starting Cohort 4 for Grade 12
Creators: name: Fischer, Luise
name: Rohm, Theresa
name: Gnambs, Timo
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
Subjects: subject: item response theory
subject: scaling
subject: mathematical 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 mathematical competence test in grade 12 of starting cohort 4 (ninth grade). The
mathematical competence test contained 31 items (distributed among an easy and a difficult
booklets containing 21 items each) with different response formats representing different
cognitive requirements and different content areas. The test was administered to 5,733
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 all items but one fitted the model in a
satisfactory way. Furthermore, test fairness could be confirmed for different subgroups.
Limitations of the test were the number of items targeted toward a lower and higher
mathematical ability as well as the large percentage of items in the difficult booklet at the end
of the test that were not reached due to time limits. Further challenges related to the
dimensionality analyses based on the four content areas. Overall, the mathematics test had
acceptable psychometric properties that allowed for a reliable estimation of mathematics
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. 12 (2017)
title: NEPS Technical Report for Reading: Scaling Results of Starting Cohort 4 for Grade 12
Creators: name: Gnambs, Timo
name: Fischer, Luise
name: Rohm, Theresa
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 12 of starting cohort 4 (ninth grade). The reading
competence test contained 29 items (distributed among an easy and a difficult booklets) with
different response formats representing different cognitive requirements and text functions.
The test was administered to 5,805 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 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 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 related to the dimensionality analyses
based on both 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. 13 (2017)
title: NEPS Technical Report for Reading: Scaling Results of Starting Cohort 3 for Grade 7
Creators: name: Krannich, Maike
name: Jost, Odin
name: Rohm, Theresa
name: Koller, Ingrid
name: Carstensen, Claus H.
name: Fischer, Luise
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 competences
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) are performed. This paper describes the data and scaling procedure
for the reading competence test in grade 7 of starting cohort 3 (fifth grade). The reading
competence test contained 42 items (distributed among an easy and a difficult booklet) with
different response formats representing different cognitive requirements and text functions.
The test was administered to 6,194 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 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 percentage of items at the end
of the difficult test that were not reached due to time limits and minor differential item
functioning between the easy and difficult test version for some items. Overall, the reading
competence 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 in the Scientific Use File and presentes the ConQuest syntax for scaling the data.
description: NEPS Survey Papers, No. 14 (2017)
Training activities of public procurers: enhancing skills in innovation procurement
Creators: name: Valonia
Publisher: name: Zenodo
Year: 2024
Subjects: Training
Innovation
Procurement
Capacity-building
Peer learning
Procurers

description: This report summarizes the training activities for public procurers conducted within the BUILD project. It details webinars and country-specific training sessions held in Finland, Estonia, the Netherlands, and Slovakia, focusing on innovative procurement methods, case examples, and peer learning. The report highlights the challenges and strategies discussed during these events, such as managing risks, fostering market dialogue, and using procurement as a tool for sustainability. Public procurers and stakeholders can utilize these insights to strengthen their knowledge and skills, improving their capacity to implement innovation procurement effectively.
title: NEPS Technical Report for Reading: Scaling Results of Starting Cohort 3 for Grade 7
Creators: name: Krannich, Maike
name: Jost, Odin
name: Rohm, Theresa
name: Koller, Ingrid
name: Pohl, Steffi
name: Haberkorn, Kerstin
name: Carstensen, Claus H.
name: Fischer, Luise
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 competences
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) are performed. This paper describes the data and scaling procedure
for the reading competence test in grade 7 of starting cohort 3 (fifth grade). The reading
competence test contained 42 items (distributed among an easy and a difficult booklet) with
different response formats representing different cognitive requirements and text functions.
The test was administered to 6,194 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 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 percentage of items at the end
of the difficult test that were not reached due to time limits and minor differential item
functioning between the easy and difficult test version for some items. Overall, the reading
competence 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 in the Scientific Use File and presentes the ConQuest syntax for scaling the data.
description: NEPS Survey Papers, No. 14 (2017)
title: NEPS Technical Report for Orthography: Scaling Results of Starting Cohort 3 in Grades 5, 7, and 9
Creators: name: Blatt, Inge
name: Jarsinski, Stephan
name: Prosch, Anna
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
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, 7 and 9. 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,
7, and 9.
description: NEPS Survey Papers, No. 15 (2017)
title: NEPS Technical Report for Mathematics: Scaling Results of Starting Cohort 3 in Grade 7
Creators: name: Schnittjer, Insa
name: Gerken, Anna-Lena
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
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 7 of starting
cohort 3 (fifth grade). The mathematics test contained 23 items with different response
formats representing different content areas and cognitive components. The test was
administered to 6,194 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 some 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. 16 (2017)
Operating model for a technology-aided collaborative translation service dedicated to open scholarly communication
Creators: name: Talbot, Charles
name: Torres, Rafael
Publisher: name: Zenodo
Year: 2024

description: This report is the deliverable of the study Operating model for a technology-aided collaborative translation service, conducted as part of Translations and Open Science project under the coordination of OPERAS. The aim of the study was to identify technical and organisational requirements as well as suggest economic and ethical models for the deployment of the service.
Machine translation evaluation in the context of scholarly communication
Creators: name: Vanallemeersch, Tom
name: Szoc, Sara
name: Migdisi, Kristin
name: Meeus, Laurens
name: Lieve, Macken
name: Tezcan, Arda
Publisher: name: Zenodo
Year: 2024

description: These reports are the deliverables of the study Machine translation evaluation in the context of scholarly communication, conducted as part of Translations and Open Science project under the coordination of OPERAS. The aim of the study was to assess the performance of a set of machine translation engines in different scholarly communication scenarios.
title: NEPS Technical Report for Mathematics: Scaling Results of Starting Cohort 5 for First-Year Students
Creators: name: Gerken, Anna-Lena
name: Schnittjer, Insa
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
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 first-year students of
starting cohort 5. The mathematics test contained 21 items with different response formats
representing different content areas and different cognitive components. The test was
administered to 5,915 first-year 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 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 some 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 ConQuest syntax for
scaling the data.
description: NEPS Survey Papers, No. 17 (2017)
Use case study for a technology-aided, collaborative translation service in scholarly communication
Creators: name: Auffret, Xavier
name: Lapassat, Claire
name: Lacour, Philippe
Publisher: name: Zenodo
Year: 2024

description: These reports are the deliverables of the study Use case study for a technology-aided, collaborative translation service in scholarly communication, conducted as part of Translations and Open Science project under the coordination of OPERAS. The aim of the study was to map translation needs, practices and tools in scholarly communication in order to suggest possible workflows and features for a technology-aided, collaborative scientific translation service.
title: Samples, Weights, and Nonresponse: the Student Sample of the National Educational Panel Study (Wave 1 to 8)
Creators: name: Zinn, Sabine
name: Steinhauer, Hans Walter
name: Aßmann, Christian
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017

description: This report documents the target population, the sampling, the sample sizes, and the weight-
ing procedures of the Waves 1 to 8 of the NEPS Starting Cohort 5 (SC5, ﬁrst-year undergraduate
students in higher education). It introduces the target population of the Starting Cohort and
the sampling design applied. Furthermore, the composition of the gross and the net samples
of the diﬀerent waves are detailed. The derivation of the sampling weights is described. This
includes the computation of the design weights and the accordant nonresponse adjustments.
In this context, the selectivity due to nonresponse and aƩrition is inquired into. This report
concludes with a summary of the design variables and sampling weights as well as some com-
ments regarding the usage of sampling weights in statistical analysis.
description: NEPS Survey Papers, No. 18 (2017)
title: NEPS Technical Report for Science: Scaling Results of Starting Cohort 6 for Adults
Creators: name: Haschke, Linda
name: Kähler, Jana
name: Hahn, Inga
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
Subjects: subject: scientific literacy
subject: adults
subject: differential item functioning
subject: item response theory
subject: scaling
subject: scientific use file

description: The National Educational Panel Study (NEPS) investigates the development of competences
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 scientific literacy test in starting cohort 6 (adults). The science test for adults
contained 24 multiple choice and two complex multiple choice items that covered two
knowledge domains as well as three different contexts. The test was administered to 6,665
adults. 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 illustrated 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 were very high in a multidimensional
model, the assumption of unidimensionality seemed adequate. Limitations of the test
pertained to the lack of very difficult items. However, the results emphasized the good
psychometric properties of the science test, thus supporting the estimation of reliable
scientific literacy 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. 19 (2017)
title: NEPS Technical Report for Reading: Scaling Results of Starting Cohort 3 for Grade 9
Creators: name: Scharl, Anna
name: Fischer, Luise
name: Gnambs, Timo
name: Rohm, Theresa
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 9 of starting cohort 3 (fifth grade). The reading
competence test contained 30 and 32 items in the easy and difficult testlet, respectively.
Different response formats represented different cognitive requirements and text functions.
The test was administered to 4,590 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 the
items fitted the model in a satisfactory way. Furthermore, test fairness could be confirmed
for different subgroups. Limitations of the test were the reduced reliability for high-
achieving participants as well as a 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 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. 20 (2017)
title: NEPS Technical Report for Listening Comprehension: Scaling Results of Starting Cohort 3 for Grade 9
Creators: name: Rohm, Theresa
name: Freund, Micha
name: Gnambs, Timo
name: Fischer, Luise
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
Subjects: subject: item response theory
subject: scaling
subject: listening comprehension
subject: scientific use file

description: The National Educational Panel Study (NEPS) investigates the development of competencies
from early childhood to late adulthood. Therefore, tests for the assessment of different
competence domains are developed. To evaluate the quality of these tests, various analyses
based on item response theory (IRT) are performed. This report describes the data and
scaling procedures for the listening comprehension test in Starting Cohort 3 (fifth grade) for
Grade 9. The listening comprehension test contained 16 items with complex multiple choice
response formats that asked respondents about details on two spoken texts. The test was
administered to 4,588 students. Their responses 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. These analyses showed that the test exhibited an acceptable reliability and that the
items fitted the model in a satisfactory way. Furthermore, test fairness could be confirmed
for different subgroups. There was a negligible amount of missing responses; particularly,
items that were not reached by the respondents were rare. Challenges of the test included
the large number of items targeted toward a lower ability in listening comprehension.
Further challenges arose from dimensionality analyses based on different cognitive
requirements for the items. Overall, the listening comprehension test had acceptable
psychometric properties that supported the estimation of reliable listening comprehension
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. 21 (2017)
title: Episodengesplittete Biographie-Daten in der NEPS Startkohorte 6: Struktur und Erstellungsprozess
Creators: name: Rompczyk, Kai
name: Kleinert, Corinna
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
Subjects: subject: Episodensplit
subject: Biographiedaten
subject: Datenaufbereitung
subject: Startkohorte 6

description: Das Nationale Bildungspanel (NEPS) zielt auf eine Erhebung und Bereitstellung von Längs-
schnittdaten zu Kompetenzentwicklungen, Bildungsprozessen, Bildungsentscheidungen und
Bildungsrenditen in formalen, nicht-formalen und informellen Kontexten über die gesamte
Lebensspanne. Das vorliegende Dokument beschreibt die Struktur und den Erstellungspro-
zess des Episodensplits, mit dem Datenuser auf einen vereinfachten Biography-Datensatz
aus der Startkohorte 6: „Bildung im Erwachsenenalter und lebenslanges Lernen“ zurückgrei-
fen können. Kernmerkmale des Episodensplits sind eine klare temporäre Ordnung der Spells,
die es erleichtert mehrere zeitgleiche Aktivitäten einfach zu identifizieren. Zusätzlich wurden
Grundinformationen aus den Spell-Datensätzen hinzugespielt. Der erstellte Datensatz bietet
damit einen idealen Ausgangspunkt zur Analyse der Lebensverläufe Erwachsener, z.B. bei
der Kumulation von Erwerbszeiten über die gesamte Erwerbsbiographie.
description: NEPS Survey Papers, No. 22 (2017)
title: The Position Generator in the NEPS
Creators: name: Schulz, Benjamin
name: Horr, Andreas
name: Hoenig, Kerstin
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
Subjects: subject: social capital
subject: position generator
subject: social networks

description: The position generator is an established survey instrument to measure the status
composition of actors’ egocentric social networks. This paper sets forth the theoretical
background of the position generator by providing a brief overview of social capital theory
and the mechanisms through which social capital can affect educational outcomes. Against
this background, it details the version of the position generator implemented in all NEPS
starting cohorts. The NEPS position generator is intended to measure respondents’ social
resources by giving a range of 13 professions and asking respondents whether they
personally know someone who pursues this profession and if so, about the ethnic
background of this person. We analyzed the scientific use files of four NEPS starting cohorts
to test the reliability and validity of the instrument and to describe corresponding
distributions. Results show that the instrument performs well over all starting cohorts. We
found consistent differences between migrants’ and natives’ social networks in terms of
number of contacts, mean status composition and ethnic composition of the network.
Likewise, respondents’ occupational status is associated with their social network’s status
composition. Finally, we examined changes in network composition over a four-year span
and found that networks do change over time, with a propensity to increase as respondents
age and advance in their careers. We are confident that the position generator is well suited
to measure differences in respondents’ social capital and to examine inter-group differences.
description: NEPS Survey Papers, No. 23 (2017)
title: Measuring Receptive Grammar in Kindergarten and Elementary School Children in the German National Educational Panel Study
Creators: name: Lorenz, Christian
name: Berendes, Karin
name: Weinert, Sabine
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
Subjects: subject: Receptive Grammar
subject: Starting Cohort 2
subject: Kindergarten
subject: Elementary School
subject: Testing Procedure

description: Listening comprehension, the ability to understand the meaning of words, sentences and
texts, is an important skill for participation in educational processes and a significant predictor
of learning outcomes. Therefore, listening comprehension is measured in different starting
cohorts within the German National Educational Panel Study (NEPS). In the NEPS Starting
Cohort 2, the kindergarten cohort, listening comprehension in the majority language
(German) is measured on the word (receptive vocabulary) and sentence level (receptive
grammar). This paper presents an overview of the measurement of receptive grammar, i. e.
the comprehension of sentences and words with varying grammatical characteristics. In
Starting Cohort 2, receptive grammar skills were assessed at two measurement points, namely
in the penultimate year of kindergarten, when children were 4 to 5 years old, and the first
year of elementary school, when children were 6 to 7 years old. The paper reports the test
procedures and describes common factors as well as differences between the two
assessments. Furthermore, the detailed test administration processes are described and
descriptive results are succinctly presented.
description: NEPS Survey Papers, No. 24 (2017)
title: NEPS Technical Report for Computer Literacy: Scaling Results of Starting Cohort 4 for Grade 12
Creators: name: Senkbeil, Martin
name: Ihme, Jan Marten
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
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 12 of starting cohort 4 (ninth grade). The computer
literacy test contained 32 items with different response formats representing different
cognitive requirements and different content areas. The test was administered to 5,762
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 all items but one 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 computer
literacy as well as 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 c omputer
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. 25 (2017)
title: NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 4 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 4 (ninth 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 10,886 students (51% 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. 26 (2017)
BEM-VINDOS À REVISTA BIOMEDINAR
Creators: name: Ferreira, Sergio Henrique
Publisher: name: Biomedinar
Year: 2024

description: Caros leitores,

É com imensa satisfação que damos as boas-vindas a vocês à primeira edição da revista Biomedinar, uma publicação dedicada a explorar as vastas fronteiras das ciências biomédicas e da saúde. Neste espaço, pretendemos mergulhar fundo nas mais recentes descobertas, debates e inovações que moldam nosso entendimento e prática nesses campos tão cruciais para o bem-estar humano.

A ciência biomédica abrange um espectro vasto e multifacetado de disciplinas, que vão desde a genética e biologia molecular até a epidemiologia, medicina clínica e saúde pública. Em meio a essa diversidade, encontramos um terreno fértil para a exploração, a colaboração e a descoberta. É nesse espírito de exploração que nasce a Biomedinar, com a missão de servir como um farol para aqueles que buscam compreender e avançar nas fronteiras do conhecimento biomédico.

No cerne de nossa missão está o compromisso com a excelência científica, a integridade e a disseminação do conhecimento. Acreditamos que é crucial fomentar um diálogo aberto e inclusivo, onde pesquisadores, profissionais de saúde e entusiastas possam trocar ideias, compartilhar descobertas e colaborar para enfrentar os desafios mais prementes que afetam a saúde humana.
Design review of 28NM run
Creators: name: De la Taille, Christophe
name: Rivetti, Angelo
Publisher: name: Zenodo
Year: 2023
Subjects: WP11

description: WP11.2 aims at investigating the use of the 28 nm CMOS node to design the next-generation ICs for particle detectors.  In this context, key properties of the technology, such as its radiation hardness, are studied with suitable test structures and IPs in large demand in radiation detection systems, such as front-end amplifiers, ADCs and TDCs are implemented to achieve faster development cycles in future projects.
title: NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 4 for Grade 12
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 12 of starting cohort 4 (ninth grade). The reading competence
test included 10 items with multiple choice response formats and matching tasks that
represented different levels of the Common European Framework of References. The test
was administered to 3,898 students (56% 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. The competence scores derived in the present study were
linked to the underlying scale of the English test administered in grade 10 to allow for
meaningful longitudinal comparisons of English reading competence. 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. 27 (2017)
title: Episode-split biography data in NEPS starting cohort 6: structure and editing process
Creators: name: Rompczyk, Kai
name: Kleinert, Corinna
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
Subjects: subject: Episode split
subject: biography data
subject: generated file
subject: starting cohort 6

description: The National Educational Panel Study (NEPS) aims at collecting and providing longitudinal
data on the competence development, educational processes, educational decisions and
returns to education in formal, nonformal and informal contexts over the whole life course.
The present survey paper describes the structure and the editing process of an episode-split
file, which allows data users to generate a simplified biography dataset of NEPS Starting
Cohort 6: ‘Adult Education and Lifelong Learning’. The dataset provides a revised version of
the Biography file in which spells are temporally ordered, which helps to identify parallel
activities. Additionally, basic variables from the duration spell files were merged to the data.
The generated dataset thus is an ideal starting point for examining life courses in adult age,
for example by cumulating job episodes over the whole employment history.
description: NEPS Survey Papers, No. 28 (2017)
title: NEPS Technical Report for Computer Literacy: Scaling Results of Starting Cohort 3 for Grade 9
Creators: name: Senkbeil, Martin
name: Ihme, Jan Marten
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2017
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 9 of starting cohort 3 (fifth grade). The computer literacy
test contained 60 items (distributed among three booklets with a low, medium, or high level of
difficulty) with different response formats representing different cognitive requirements and
different content areas. The test was administered to 4,877 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 all items but one 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 computer literacy as well as 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. 29 (2017)
Normalisation de terminologies multilingues pour les TICE : techniques et enjeux
Creators: name: Henda, Mokhtar Ben
name: Hudrisier, Henri
Publisher: name: arXiv
Year: 2024
Subjects: subject: Computers and Society (cs.CY)
subject: FOS: Computer and information sciences

description: Terminology and lexicography standardization is a fundamental issue that is becoming increasingly important in the era of multilingual globalization and particularly, from our standpoint, the era of terminotics and translation. The challenges of multilingual globalization and e-semantics directly impact standardization methods: Development and perspectives of standards for ''Terminology and other language and content resources'' (the title of ISO-TC37); Development and future of all standardization fields that develop terminology (or vocabulary) most often multilingual, serving as the basis for their development and acting as a reference totheir use. In the first part of our presentation, we will first point out the normative aspects of standardization in terminology and especially terminotics. In the second part, we will present a brief overview of terminology standardization projects and their rationale, In the third part, we will develop the specific issue of ICTE. We will focus on our involvement in this field, on our assumptions and values of methods. We will set out our theoretical and technical developments underway and will conclude with our needs for collaboration with your academic community.
description: in French language