cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
title: NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 5 (Wave 12)
Creators: name: Gnambs, Timo
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
Subjects: subject: item response theory
subject: scaling
subject: English
subject: scientific use file

description: The National Educational Panel Study (NEPS) examines 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 for English as
a foreign language that was administered in wave 12 of Starting Cohort 5 (students). The
reading competence test in English included 23 items with multiple choice response formats.
The test was administered to 3,490 individuals (60% women). About half of the respondents
received the test in a proctored setting at their private homes (N = 1,666), whereas the
remaining participants (N = 1,824) worked on unproctored, web-based tests. The responses
of the participants 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 item response model.
Furthermore, test fairness could be confirmed for different subgroups. A limitation of the test
was that it included few difficult items, resulting in rather imprecise proficiency estimates for
high-ability students. Overall, the English reading competence 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. 53 (2019)
title: Die Messung des Belohnungsaufschubes in der Startkohorte 2 des Nationalen Bildungspanels (NEPS) im Kindergarten und der Grundschule
Creators: name: Luplow, Nicole
name: Schönmoser, Carina
name: Lorenz, Christian
name: Schmitt, Monja
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
Subjects: subject: Belohnungsaufschub
subject: Wahlparadigma
subject: Kindergarten
subject: Grundschule
subject: Startkohorte 2

description: In der Forschungsliteratur werden die positiven Zusammenhänge zwischen der Fähigkeit der
Selbstregulation und schulischen sowie sozialen Outcomes hervorgehoben (Neubauer, Gawri-
low & Hasselhorn, 2011). Der Belohnungsaufschub ist dabei eine Möglichkeit, selbstregulative
Fähigkeiten zu erfassen: die Probanden werden vor die Entscheidung gestellt, ob sie kurzfris-
tige Ziele zugunsten langfristiger Ziele zurückstellen wollen, d.h. ob sie eine sofortige oder eine
mit Wartezeit verbundene wertvollere Gratifikation erhalten wollen (Kochanska, Murray &
Harlan, 2000). Auch in der NEPS-Studie (Blossfeld, Roßbach & von Maurice, 2011) wurde der
Belohnungsaufschub u.a. in der Startkohorte 2 zu zwei Messzeitpunkten erfasst: im Kinder-
garten (N = 2710) und in der vierten Grundschulklasse (N = 5121). In diesem Artikel wird die
Konzeptualisierung des Belohnungsaufschubes in der Startkohorte 2 dargelegt, die in Anleh-
nung an das Wahlparadigma erfolgte (Mischel, 2015).
description: NEPS Survey Papers, No. 54 (2019)
title: Measuring cultural knowledge in the NEPS
Creators: name: Goßmann, Frank
name: Mätzke, Gabrina
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
Subjects: subject: educational inequality
subject: cultural capital
subject: cultural knowledge
subject: Bourdieu

description: Contributing to the debate on adequate measures of cultural capital, our research project
intended to extend the existing quantitative cultural capital measurements in the NEPS by
the qualitative instrument of cultural knowledge. Studies investigating the impact of cultural
knowledge on educational outcomes suggest that cultural knowledge explains social
inequalities in educational success to some extent. We define cultural knowledge as
knowledge of those cultural products from literature, classical music, theatre, and visual arts
that are commonly conceived as valuable in a society. On this conceptual basis, we
developed a theory-driven multistage procedure to identify cultural products that cultural
knowledge refers to. Out of these, 40 items were created and tested afterwards in a
quantitative pretest. Based on empirical findings regarding item difficulty, discriminatory
power, and factor loadings, 15 of the 40 items were chosen to form the cultural knowledge
measurement in the NEPS. First analyses with the newly developed instrument show that
the instrument is reliable and valid. Correlation and regression analyses indicate that cultural
knowledge is related to other cultural capital indicators but nevertheless measures a distinct
dimension of cultural capital. Furthermore, it is unequally distributed across social classes
and negatively affected by migration background.
description: NEPS Survey Papers, No. 55 (2019)
title: Measuring knowledge about the German education system in NEPS
Creators: name: Olczyk, Melanie
name: Will, Gisela
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
Subjects: subject: Knowledge
subject: education system
subject: inequalities
subject: immigrants

description: A good understanding of the education system is a central precondition for navigating the
school system effectively and giving children and teenagers the support and guidance they
need. Hence, insufficient or incorrect knowledge could be one reason for social and ethnic
disparities in academic achievement and attainment. To test this hypothesis, we developed
items measuring knowledge about the German education system and implemented these in
four NEPS Starting Cohorts. In this paper, we describe theoretical assumptions, present the
knowledge measurements for each NEPS cohort, and report first empirical results such as
univariate distributions and correlations.
description: NEPS Survey Papers, No. 56 (2019)
title: NEPS Technical Report for Attention: Administration of the Frankfurt Attention Inventory (FAIR) in Starting Cohort 4 (Grade 9) for Students with Special Educational Needs
Creators: name: Gnambs, Timo
name: Freund, Micha
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
Subjects: subject: attention
subject: special education
subject: scientific use file

description: The National Educational Panel Study (NEPS) investigates the development of competencies
across the life span. This paper describes the Frankfurt Attention Inventory (FAIR) that was
administered in grade 9 of Starting Cohort 4 (ninth grade) to students at special schools. De-
scriptive analyses showed rather poor test performance for these students. Moreover, quality
indices indicated that a substantial proportion of students seemed to have difficulties under-
standing and following the test instruction. Thus, in applied research FAIR test scores provided
in the Scientific Use File should only be used for a subsample of students at special schools.
description: NEPS Survey Papers, No. 57 (2019)
title: NEPS Technical Report for Science: Scaling Results of Starting Cohort 2 for Grade 1
Creators: name: Kähler, Jana
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
Subjects: subject: scientific literacy
subject: 1st grade
subject: linking kindergarten and grade 1
subject: differential item functioning item response theory
subject: scaling
subject: scientific use

description: The National Educational Panel Study (NEPS) examines 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 these competence tests various analyses based on item
response theory (IRT) were performed. This paper describes the data and scaling procedures
for the scientific literacy test that was administered in grade 1 of starting cohort 2. The
scientific literacy test contained 25 items with different response formats representing
different contexts as well as different areas of knowledge. The test was administered to 6,734
students. Their responses were scaled using a 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 a good reliability and that all items fitted the model in a satisfactory way.
Furthermore, test fairness could be confirmed for different subgroups. As the correlations
between the two knowledge domains were very high, the assumption of unidimensionality
seems adequate. A limitation of the test was the lack of very difficult items. However, the
results revealed good psychometric properties of the scientific literacy test, thus, supporting
the estimation of a reliable scientific literacy score. 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. Additionally, the design and results of the linking study for the competence
scores in kindergarten and grade 1 are presented.
description: NEPS Survey Papers, No. 58 (2019)
title: NEPS Technical Report for Science: Scaling Results of Starting Cohort 1 for Five-Year-Old Children
Creators: name: Hahn, Inga
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
Subjects: subject: scientific literacy
subject: 5-year-olds
subject: differential item functioning
subject: item response theory, scaling
subject: scientific use file

description: The National Educational Panel Study (NEPS) examines 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 these competence tests, various analyses based on item
response theory (IRT) were performed. This paper describes the data and scaling procedures
for the scientific literacy test that was administered to five-year-olds in starting cohort 1. The
scientific literacy test contained 20 items with different response formats representing
different contexts as well as different areas of knowledge. The test was administered to
2,080 children. Their responses were scaled using a partial credit model. Item fit statistics,
differential item functioning (DIF), Rasch-homogeneity, the test’s dimensionality, and local
item independence were evaluated to ensure the quality of the test. These analyses showed
that the test exhibited an acceptable reliability and that all items fitted the model well.
Furthermore, test fairness could be confirmed for different subgroups. Only one item
showed a substantial gender DIF. The analysis of the test’s dimensionality supported a one-
dimensional model. A limitation of the test was the lack of very difficult items. Overall, the
scientific literacy test showed good psychometric properties that allowed for the estimation
of reliable scientific literacy 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. 59 (2019)
title: NEPS Technical Report for Science: Scaling Results of Starting Cohort 2 for Grade 3
Creators: name: Kähler, Jana
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
Subjects: subject: scientific literacy
subject: 3rd grade
subject: linking grade 1 and 3
subject: differential item functioning item response theory
subject: scaling
subject: scientific use file

description: The National Educational Panel Study (NEPS) examines 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 these competence tests various analyses based on item
response theory (IRT) were performed. This paper describes the data and scaling procedures
for the scientific literacy test that was administered in grade 3 of starting cohort 2. The
scientific literacy test contained 23 items with different response formats representing
different contexts as well as different areas of knowledge. The test was administered to 5,800
students. Their responses were scaled using a 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 a good reliability and that all items but one fitted the model in a satisfactory
way. Furthermore, test fairness could be confirmed for different subgroups. As the
correlations between the two knowledge domains were very high, the assumption of
unidimensionality seems adequate. A limitation of the test was the lack of very difficult items.
However, the results revealed good psychometric properties of the scientific literacy test, thus
supporting the estimation of a reliable scientific literacy score. 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. Additionally, the design and results of the linking study for the
competence scores in grades 1 and 3 are presented.
description: NEPS Survey Papers, No. 60 (2019)
title: NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 3 for Grade 12
Creators: name: Gnambs, Timo
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019
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 3 (fifth 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 1,753 students (53% women). 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. 61 (2019)
title: NEPS Technical Report for Reading: Scaling Results of Starting Cohorts 4 (Wave 10), 5 (Wave 12), and 6 (Wave 9)
Creators: name: Rohm, Theresa
name: Scharl, Anna
name: Ettner, Jennifer
name: Gehrer, Karin
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2019

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 that was administered in wave 10 of Starting Cohort 4
(ninth grade), wave 12 of Starting Cohort 5 (students), and wave 9 of Starting Cohort 6
(adults). The reading competence test contained 38 items, distributed among an easy book-
let (27 items) and a difficult booklet (23 items in Starting Cohorts 4 and 6; 21 items in Start-
ing Cohort 5) with different response formats representing different cognitive requirements
and text functions. The test was finished by 17,972 individuals (53% women) from Starting
Cohort 4 (N = 6,871), Starting Cohort 5 (N = 4,816), and Starting Cohort 6 (N = 6,441). In
Starting Cohort 5 about half of the respondents received the test in a proctored setting at
their private homes (N = 2,766), whereas the remaining participants (N = 2,050) worked on
unproctored, web-based tests. Starting Cohorts 4 and 6 were limited to proctored computer-
ized testing. The participants’ 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. The items covered a wide range of the ability distribution of the partic-
ipants and the variance implies good differentiation between respondents. Furthermore,
test fairness could be confirmed for different subgroups. A limitation of the test is 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 satisfactory psychometric properties that al-
lowed 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 R syntax
for scaling the data.
description: NEPS Survey Papers, No. 62 (2019)
title: AI-Augmented Creativity
Creators: name: Luers, Will
Publisher: name: The Digital Review
Year: 2024

description: In early 2023, generative AI tools such as ChatGPT-3, DALL•E, and Midjourney became household names, transforming how we engage with and conceive creative production.

This 2024 issue of The Digital Review showcases artists and scholars who have long pondered the implications of AI-assisted creativity. They push beyond superficial outcomes to explore the profound possibilities of amplifying human intuition, improvisation, and collaboration.

 The works collectively address the central question of how AI shapes and redefines human creativity by probing a symbiotic machine-human production process. Some pieces illustrate how AI can co-create narratives that challenge traditional notions of authorship, while others reveal how AI integrated into a creative process can foster speculative and nuanced perspectives with implications for educational paradigms and our technological relationship to the living world. The featured work, Jhave's "Identity Upgrade," offers a visionary exploration of posthuman consciousness, extended embodiment and collective awakening.

 Together, these contributions emphasize experimentation and critical engagement and reflect the evolving dialogue between human creativity and machine intelligence, opening new paths for expression and thought.

— Will Luers, issue editor
title: NEPS Technical Report for Reading: Scaling Results of Starting Cohort 4 for Wave 10 in Special Schools
Creators: name: Gnambs, Timo
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2020
Subjects: subject: item response theory
subject: special educational needs
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, various analyses based on item
response theory (IRT) are performed. This paper describes the data and scaling procedures
for the reading competence test in Wave 10 of Starting Cohort 4 (ninth grade) that was
administered to former students in special schools. These analyses are part of a feasibility
study to evaluate whether students with special educational needs can be included in large-
scale assessments such as the NEPS. To this end, the same reading competence test that was
previously administered in Grade 9 of special schools was again administered to these
respondents at age 21. The present sample includes 293 respondents (46% women)
previously attending special schools. Of these, N = 159 (44% women) had also finished the
respective test in Grade 9. The responses of the sample were scaled using the partial credit
model. Item fit statistics, differential item functioning, and Rasch-homogeneity were
evaluated to examine the quality of the test. These analyses showed that the competence
test was too long for the respondents; items at the end of the administered tests were
finished by rather few participants, resulting in large missing rates. However, the test
exhibited an acceptable variance and reliability, thus, allowing for analyses of interindividual
differences between respondents with special educational needs. Importantly, there was
substantial differential item functioning between the tests administered in Grade 9 and in
Wave 10, making longitudinal analyses of reading competences challenging. Nevertheless,
linked person scores were estimated that allow the examination of change trajectories in
reading competence for former students in special schools. Overall, these results highlight
substantial difficulties in assessing reading competence among respondents with special
educational needs in educational large-scale assessments. 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. 64 (2020)
title: NEPS Technical Report for Receptive Vocabulary: Scaling Results of Starting Cohort 2 for Kindergarten (Wave 1), Grade 1 (Wave 3) and Grade 3 (Wave 5)
Creators: name: Fischer, Luise
name: Durda, Tabea
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2020
Subjects: subject: item response theory
subject: scaling
subject: receptive vocabulary
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, various analyses based on item
response theory are performed. This paper describes the data and scaling procedures for the
receptive vocabulary test that was administered in waves 1, 3, and 5 of Starting Cohort 2
(Kindergarten) to children attending Kindergarten and, subsequently, grades 1 and 3 in ele-
mentary school. The three receptive vocabulary tests contained 77, 66, and 72 items, re-
spectively, that were adapted from the Peabody Picture Vocabulary Test. Each item included
four black and white pictures (three distractors and one correct option) that had to be eval-
uated with regard to a spoken target word. The tests were administrated to 2,859 (50% girls),
6,471 (49% girls), and 5,602 (51% girls) children from Starting Cohort 2. The children’s re-
sponses were scaled using the Rasch model. Because the receptive vocabulary tests com-
prises of a subset of items belonging to a well-established and validated instrument, only
items exhibiting a large misfit were excluded from the scaling procedure. Item fit statistics,
differential item functioning, Rasch-homogeneity, and local item independence were evalu-
ated to ensure the quality of the tests. These analyses showed that the tests exhibited ac-
ceptable reliabilities and satisfactory model fits. The items covered primarily the lower and
middle range of the samples’ ability distributions. However, the variances implied good to
satisfactory differentiations between the children. Furthermore, test fairness could be con-
firmed for different subgroups. Analyses of missing values revealed no shortcomings of the
tests. Overall, the receptive vocabulary tests had satisfactory psychometric properties that
allowed for an estimation of reliable competence scores. Importantly, the tests were also
linked across measurement occasions, thus, allowing for longitudinal comparisons of chang-
es in the children’s vocabulary skills. Besides the scaling results, this paper also describes the
data available in the scientific use file and presents the R code for estimating the manifest
ability scores.
description: NEPS Survey Papers, No. 65 (2020)
title: NEPS Technical Report for Scientific Thinking: Scaling Results of Starting Cohorts 3 (Wave 9) and 4 (Wave 7) in 12th Grade
Creators: name: Fischer, Luise
name: Rieger, Sven
name: Hübner, Nicolas
name: Oschatz, Kerstin
name: Kramer, Jochen
name: Wagner, Wolfgang
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2020
Subjects: subject: item response theory
subject: scaling
subject: scientific thinking 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) are performed. This paper describes the data and scaling procedures
for the scientific thinking competence test that was administered in wave 9 of Starting
Cohort 3 (Grade 5) and wave 7 of Starting Cohort 4 (Grade 9) to individuals attending 12th
Grade. The items were specifically developed for young adults graduating from secondary
school in Germany. The scientific thinking competence test contained 32 subtasks referring
to 5 short vignettes of controversial science claims. These items were designed to measure a
common dimension reflecting the competence to engage in metascientific reflection. The
test was finished by 5,668 individuals (55% women) from Starting Cohort 3 (N = 1,775) and
Starting Cohort 4 (N = 3,893). The participants’ responses were scaled using the partial credit
model. Item fit statistics, differential item functioning, Rasch-homogeneity, the test’s dimen-
sionality, and local item independence were evaluated to ensure the quality of the test. The-
se analyses showed that the test exhibited an acceptable reliability and that the items fitted
the model in a satisfactory way. The subtasks covered a wide range of the ability distribution
of the participants and the variance implies good differentiation between respondents.
Furthermore, test fairness could be confirmed for different subgroups. Analyses of missing
values revealed no shortcomings of the test. A limitation of the test is related to the dimen-
sionality analyses based on the five vignettes. Overall, the scientific thinking test had satis-
factory psychometric properties that allowed for an estimation of reliable competence
scores. Besides the scaling results, this paper also describes the data available in the scienti-
fic use file and presents the R code for estimating the manifest ability score.
description: NEPS Survey Papers, No. 66 (2020)
title: Konzeption und Messung sozialer Kompetenz im Nationalen Bildungspanel
Creators: name: Bayer, Michael
name: Ditton, Hartmut
name: Wohlkinger, Florian
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2012
Subjects: subject: soziale Kompetenz

description: Die hohe Bedeutung sozialer Kompetenz für die Entwicklung und den Lebensverlauf von
Personen ist seit Jahrzehnten unumstritten. So findet sich innerhalb der
sozialwissenschaftlichen Forschung eine mittlerweile kaum mehr überschaubare Vielzahl an
konzeptionellen Vorschlägen und empirischen Instrumenten. Der Beitrag stellt die
Diskussionen überblicksartig vor und formuliert ausgehend hiervon einen konzeptionellen
Vorschlag, der den besonderen Herausforderungen der lebensverlaufsorientierten
Bildungsforschung mit interdisziplinärem Anspruch begegnet. Mit
„Durchsetzungsfähigkeit/Autonomie“ und „Anpassungsfähigkeit/Zugehörigkeit“ werden
zwei Zentraldimensionen herausgearbeitet, die theoretisch und auch interdisziplinär
anschlussfähig sind. Für diese Dimensionen von sozialer Kompetenz werden darüber hinaus
Erhebungsinstrumente vorgestellt, die eine konzeptionell abgesicherte Erhebung
ermöglichen.
description: NEPS Working Papers, No. 8 (2012)
Efficient calculation of transient eddy current response from multilayer cylindrical conductive media
Creators: name: Theodoulidis, Theodoros
name: Skarlatos, Anastassios
Publisher: name: arXiv
Year: 2024
Subjects: subject: Analysis of PDEs (math.AP)
subject: FOS: Mathematics

description: The transient response from a transmitter-receiver coil system inside a multi-layer cylindrical conductive configuration is obtained. The particular set-up applies to well logging as well as to eddy current tube testing. In this work, a number of improvements are presented to existing models for an efficient calculation of the induced voltage. These include: domain truncation, novel treatment of arbitrary number of layers in order to avoid computational overflows and efficient time response calculation. The latter is based on a combination of Laplace inversion techniques for short- and long-time transient responses. This article is part of the theme issue 'Advanced electromagnetic non-destructive evaluation and smart monitoring'.
title: Listening comprehension tests of immigrant students’ first languages (L1) Russian and Turkish in grade 9: Scaling procedure and results
Creators: name: Edele, Aileen
name: Schotte, Kristin
name: Hecht, Martin
name: Stanat, Petra
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2012
Subjects: subject: first language proficiency
subject: L1-proficiency
subject: L1-tests
subject: listening comprehension
subject: scaling

description: Immigrant students’ proficiency in their first languages Russian and Turkish is examined in
three starting cohorts within the National Educational Panel Study (NEPS). This paper reports
the scaling procedure and results for the L1-tests in starting cohort 4, grade 9. The tests
developed for this purpose are described and the design of the study is delineated, including
the criteria participants had to meet in order to participate in the L1-tests and a brief
description of the samples. Subsequently, the results of analyses for the Russian and Turkish
L1-test are presented. Preliminary analyses for each test address the exclusion of cases and
several descriptive statistics such as relative frequencies of correct responses and of missing
responses. With regard to scaling, the applied model is described and item parameters as
well as item fit indices are presented. In addition, differential item functioning, distractor
analyses, the distribution and reliability of person estimates are reported. Tests of
unidimensionality and of item dependencies are also described. Overall, the L1-tests fit the
Rasch model well and prove suitable for testing the proficiency of the target population in
their first languages Russian and Turkish.
description: NEPS Working Papers, No. 13 (2012)
title: NEPS Technical Report – Scaling the Data of the Competence Tests
Creators: name: Pohl, Steffi
name: Carstensen, Claus H.
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2012
Subjects: subject: Item Response Theory
subject: Scaling
subject: Competence Tests
subject: Technical Report
subject: Plausible Values
subject: Partial Credit Model

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competences across the whole life span. Tests for assessing the different competences are
developed in NEPS and response data is collected from study participants on different
competence domains in different age cohorts. The data of the competence tests are scaled
using models of Item Response Theory (IRT). In the Scientific Use File (SUF) competence data
are provided for researcher in form of item responses, manifest scale scores, as well as
plausible values that allow investigating latent relationships. This paper aims at achieving
different purposes. First, at describing the scaling model used to estimate competence
scores in NEPS. This includes aspects like dealing with different response formats and
accounting for missing responses in the estimation, as well as describing the parameters that
are estimated in the model. Second, describing the various analyses that are performed for
checking the quality of the competence tests. This includes item fit measures, differential
item functioning, test targeting, unidimensionality, and local item independence. And third,
outlining different approaches on how the competence data provided in the SUF may be
used for further analyses. While the sections on the scaling model and the quality check are
written for researchers familiar with IRT, the section on how to use the competence scores
provided in the SUF is written for substantive researchers interested in using competence
scores to investigate research questions. ConQuest-syntax is provided for some analyses
examples.
description: NEPS Working Papers, No. 14 (2012)
title: NEPS Technical Report for Reading – Scaling Results of Starting Cohort 3 in Fifth Grade
Creators: name: Pohl, Steffi
name: Haberkorn, Kerstin
name: Hardt, Katinka
name: Wiegand, Elena
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2012
Subjects: subject: Item Response Theory
subject: Scaling
subject: Reading Competence
subject: Scientific Use File

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competences across the whole life span and 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 reading competence data of starting cohort 3 in fifth grade. 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 reading test in fifth grade consisted of 33 items, which represented different
cognitive requirements and text functions and used different response formats. The test was
administered to 5,208 students. 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 show
that the items exhibited good item fit and measurement invariance across various
subgroups. Moreover, the test showed a high reliability and the different comprehension
requirements foster a unidimensional construct. Challenges of the test are the considerable
amount of items that have not been reached by test takers due to time limits, the many
items that are targeted towards a lower reading ability, and some evidence for
multidimensionality of the test based on text functions. Overall, the results revealed good
psychometric properties of the reading test and support the estimation of a reliable reading
competence score. 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. 15 (2012)
title: NEPS Technical Report for Reading – Scaling Results of Starting Cohort 4 in Ninth Grade
Creators: name: Haberkorn, Kerstin
name: Pohl, Steffi
name: Hardt, Katinka
name: Wiegand, Elena
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2012
Subjects: subject: Item Response Theory
subject: Scaling
subject: Reading Competence
subject: Scientific Use File

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competences across the whole life span and tests for assessing the different competence
domains are developed. In order to evaluate the quality of the competence tests, a wide
range of analyses has been performed based on Item Response Theory (IRT). This paper
describes the reading competence data of starting cohort 4 in ninth grade. 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 reading test in ninth grade consisted of 33 items, which
represented different cognitive requirements and text functions and used different response
formats. 13,933 subjects participated in the reading test. For scaling the competence test, a
partial credit model was applied to 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 fitted well to the model and
that test fairness could be confirmed. The test’s high reliability guarantees precise and
differentiating ability estimates for the students. However, many items are targeted towards
a lower reading ability. While the different comprehension requirements seem to form a
unidimensional structure, the findings point at some multidimensionality based on text
functions. Altogether, the reading test exhibited good psychometric properties and,
therefore, the estimation of a reliable reading competence score is supported. The data
available in the Scientific Use File are described and ConQuest-Syntax for scaling the data is
provided.
description: NEPS Working Papers, No. 16 (2012)
title: NEPS Technical Report for Computer Literacy – Scaling Results of Starting Cohort 4 in Ninth Grade
Creators: name: Senkbeil, Martin
name: Ihme, Jan Marten
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2012
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 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 computer literacy data of starting cohort 4 in ninth grade. 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 reading test in fifth grade consisted of 36 items, which represented different
cognitive requirements and text functions and used different response formats. The test was
administered to 14,486 students. 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 show
that the items exhibited good item fit and measurement invariance across various
subgroups. Moreover, the test showed a high reliability and the different comprehension
requirements foster a unidimensional construct. Challenges of the test are the small number
of very difficult items, and the elevated number of items that have not been reached by test
takers due to time limits. 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. 17 (2012)
title: NEPS Technical Report for Mathematics – Scaling Results of Starting Cohort 3 in Fifth Grade
Creators: name: Duchhardt, Christoph
name: Gerdes, Annkathrin
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2012
Subjects: subject: item response theory
subject: scaling
subject: mathematical competence
subject: Scientific Use File

description: The National Educational Panel Study (NEPS) aims at investigating the development of
competences across the whole life span and designs tests for assessing these different
competence domains. In order to evaluate the quality of the competence tests, a wide range
of analyses have been performed based on item response theory (IRT). This paper describes
the data on mathematical competence for starting cohort 3 – fifth grade. 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 in fifth grade consisted of 25 items which
represented different content areas as well as different cognitive components and used
different response formats. The test was administered to 5,208 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 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.
description: NEPS Working Papers, No. 19 (2012)
title: Metakognitives Wissen und der Einsatz von Lernstrategien bei Studierenden
Creators: name: Händel, Marion
name: Tupac-Yupanqui, Ana
name: Lockl, Kathrin
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2012
Subjects: subject: Metakognitives Wissen
subject: Lernstrategien
subject: Studierende
subject: Vorstudie

description: Metakognitives Wissen und ein adäquater Einsatz von Lernstrategien sind wesentliche
Aspekte im Prozess des selbstregulierten Lernens und daher im Studium von großer
Bedeutung. Ein Ziel des Nationalen Bildungspanels (NEPS) ist es, Verfahren zur Erfassung von
Kompetenzen zum selbstregulierten Lernen zu entwickeln. Unter anderem wird – in Einklang
mit den Messinstrumenten in den schulischen Etappen des NEPS – an der Entwicklung eines
Verfahrens zur Erfassung metakognitiven Wissens bei Studierenden gearbeitet. In einer
ersten Vorstudie mit N = 58 Studierenden wurde dieses neu entwickelte Testinstrument zur
Erfassung metakognitiven Lernstrategiewissens von Studierenden eingesetzt und bezüglich
der Zusammenhänge mit dem selbstberichteten Lernstrategieeinsatz sowie mit der
Studiendauer, des Studienfachs oder der Teilnahme an einer Lehrveranstaltung untersucht.
Die Ergebnisse dieser Vorstudie werden inhaltlich sowie in Hinblick auf weitere
Entwicklungsarbeiten diskutiert.
description: NEPS Working Papers, No. 20 (2012)
title: NEPS Technical Report for Orthography – Scaling Results of Starting Cohort 3 in Fifth Grade
Creators: name: Blatt, Inge
name: Frahm, Sarah
name: Jarsinski, Stephan
Publisher: name: LIfBi Leibniz Institute for Educational Trajectories
Year: 2013
Subjects: subject: spelling competence
subject: orthography

description: NEPS Working Papers, No. 21 (2013)
title: Chamelaucium :
title: Richtlinien für die Durchführung der Prüfung auf Unterscheidbarkeit, Homogenität und Beständigkeit.
titleType: Subtitle
Creators: name: International Union For The Protection Of New Varieties Of Plants,
Publisher: name: International Union for the Protection of New Varieties of Plants,
Year: 0
Subjects: Group identity.
Waxflower
New Varieties of Plants

description: Zweck dieser Richtlinien („Prüfungsrichtlinien“) ist es, die in der Allgemeinen Einführung (Dokument TG/1/3) und deren verbundenen TGP-Dokumenten enthaltenen Grundsätze in detaillierte praktische Anleitung für die harmonisierte Prüfung der Unterscheidbarkeit, der Homogenität und der Beständigkeit (DUS) umzusetzen und insbesondere geeignete Merkmale für die DUS-Prüfung und die Erstellung harmonisierter Sortenbeschreibungen auszuweisen.
title: NEPS Technical Report for Mathematics – Scaling Results of Starting Cohort 4 in Ninth Grade
Creators: name: Duchhardt, Christoph
name: Gerdes, Annkathrin
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
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 mathematical competence for starting cohort 4 in ninth grade. 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 in ninth grade
consisted of 22 items which represented different content areas as well as different
cognitive components and used different response formats. The test was administered to
14,524 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 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. 22 (2013)