Abstract
Including students with special educational needs in learning (SEN-L) is one of the National Educational Panel Study’s (NEPS) challenges. In this study, we address the question of whether the reading competence of students with SEN-L may be assessed reliably with the reading test designed for general-education students. In addition, we ask whether the test scores of students with SEN-L can be compared with the test scores of students without SEN-L. The reading competence of N = 176 students with SEN-L and N = 5,208 general-education students is assessed with the NEPS standard reading test for students in Grade 5. The results of test targeting and item fit reveal that the items of the NEPS standard reading test are rather difficult for students with SEN-L, while item discrimination is low for many items of the test. With respect to measurement invariance, a substantial number of items show differential item functioning, indicating that the standard reading test measures a different construct for students with and without SEN-L. Implications for further research are indicated in the discussion.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
- Item Difficulty
- Item Discrimination
- Special Educational
- National Educational Panel Study
- Reading Competence
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Abedi, J., Leon, S., Kao, J., Bayley, R., Ewers, N., Herman, J., & Mundhenk, K. (2010). Accessible reading assessments for students with disabilities: The role of cognitive, grammatical, lexical, and textual/visual features (CRESST Report 785). Los Angeles, CA: University of California.
Abrams, L. M., Pedulla, J. J., & Madaus, G. F. (2003). Views from the classroom: Teachers’ opinions of statewide testing programs. Theory Into Practice, 42, 18–29. doi:10.1207/s15430421tip4201_4
Aßmann, C., Steinhauer, H. W., Kiesl, H., Koch, S., Schönberger, B., Müller-Kuller, A., … Blossfeld, H.-P. (2011). In H.-P. Blossfeld, H.-G. Roßbach, & J. von Maurice (Eds.), Zeitschrift für Erziehungswissenschaft, 14. Education as a lifelong process: The German National Educational Panel Study (NEPS) (pp. 51 – 65). Wiesbaden: VS Verlag für Sozialwissenschaften. doi:10.1007/s11618-011-0181–8
Aßmann, C., Steinhauer, H. W., & Zinn, S. (2012). Weighting the fifth and ninth grader cohort samples of the National Educational Panel Study, panel cohorts (Technical Report). Retrieved from https://www.neps-data.de/Portals/0/NEPS/Datenzentrum/Forschungsdaten/SC3/1-0-0/SC3_SC4_1-0-0_Weighting_EN.pdf
Barkow, I., Leopold, T., Raab, M., Schiller, D., Wenzig, K., Blossfeld, H.-P., & Rittberger, M. (2011). RemoteNEPS: Data dissemination in a collaborative workspace. In H.-P. Blossfeld, H.-G. Roßbach, & J. von Maurice (Eds.), Zeitschrift für Erziehungswissenschaft, 14. Education as a lifelong process: The German National Educational Panel Study (NEPS) (pp. 315 – 325). Wiesbaden: VS Verlag für Sozialwissenschaften. doi: 10.1007/s11618-011-0192–5
Bielinski, J., Thurlow, M. L., Ysseldyke, J. E., Freidebach, J., & Freidebach, M. (2001). Readaloud accommodations: Effects on multiple-choice reading and math items (NCEO Technical Report No. 31). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Blossfeld, H.-P., & von Maurice, J. (2011). Education as a lifelong process. In H.-P. Blossfeld, H.-G. Roßbach, & J. von Maurice (Eds.), Zeitschrift für Erziehungswissenschaft, 14. Education as a lifelong process: The German National Educational Panel Study (NEPS) (pp. 19 – 34). Wiesbaden: VS Verlag für Sozialwissenschaften. doi:10.1007/s11618-011-0179–2
Blossfeld, H.-P., von Maurice, J., & Schneider, T. (2011). The National Educational Panel Study: Need, main features, and research potential. In H.-P. Blossfeld, H.-G. Roßbach, & J. von Maurice (Eds.), Zeitschrift für Erziehungswissenschaft, 14. Education as a lifelong process: The German National Educational Panel Study (NEPS) (pp. 5 – 17). Wiesbaden: VS Verlag für Sozialwissenschaften. doi:10.1007/s11618-011-0178-3
Bolt, S. E., & Ysseldyke, J. (2008). Accommodating students with disabilities in largescale testing: A comparison of differential item functioning (DIF) identified across disability types. Journal of Psychoeducational Assessment, 26, 121–138. doi:10.1177/0734282907307703
Bos, W., Bonsen, M., & Gröhlich, C. (Hrsg). (2009). KESS 7: Kompetenzen und Einstellungen von Schülerinnen und Schülern—Jahrgangsstufe 7 [KESS 7: Competencies and attitudes of students in grade 7]. Hamburg: Behörde für Bildung und Sport.
Dolan, R. P., & Hall, T. E. (2001). Universal design for learning: Implications for largescale assessment. IDA Perspectives, 27(4), 22–25.
Durkin, D. (1993). Teaching them to read. Boston, MA: Allyn and Bacon.
Gehrer, K., Zimmermann, S., Artelt, C., & Weinert, S. (2012). The assessment of reading competence (including sample items for Grade 5 and 9) [Scientific Use File 2012, Version 1.0.0.]. Bamberg: University of Bamberg, National Educational Panel Study.
Gehrer, K., Zimmermann, S., Artelt, C., & Weinert, S. (2013). NEPS framework for assessing reading competence and results from an adult pilot study. Journal of Educational Research Online, 5(2), 50 – 79.
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279 – 320. doi:10.3102/00346543071002279
Guthrie, J. T. (2002). Preparing students for high-stakes test taking in reading. In A. E. Farstrup, & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 370–391). Newark: International Reading Association.
Heydrich, J., Weinert, S., Nusser, L., Artelt, C., & Carstensen, C. H. (2013). Including students with special educational needs into large-scale assessments of competencies: Challenges and approaches within the German National Educational Panel Study (NEPS). Journal of Educational Research Online, 5(2), 217–240.
Joncas, M. (2007). PIRLS 2006 sampling design. In M. O. Martin, I. V. S. Mullis, & A. M. Kennedy (Eds.), PIRLS 2006 technical report (pp. 35–48). Chestnut Hill, M.A: TIMSS & PIRLS International Study Center, College.
Kavale, K. A., & Reece, J. H. (1992). The character of learning disabilities: An IOWA profile. Learning Disability Quarterly, 15, 74 – 94. doi: 10.2307/1511010
KMK—Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland [Standing Conference of the Ministers of Education and Cultural Affairs of Germany]. (2012). Sonderpädagogische Förderung in Schulen 2001–2010 [Special education in schools 2001 – 2010] (Dokumentation No. 196). Berlin: Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland.
Koretz, D. M. (1997). The assessment of students with disabilities in Kentucky (CSE Technical Report No. 431). Los Angeles, CA: CRESST/RAND Institute on Education and Training.
Koretz, D. M., & Hamilton, L. (2000). Assessment of students with disabilities in Kentucky: Inclusion, student performance, and validity. Educational Evaluation and Policy Analysis, 22, 255 – 272. doi:10.3102/01623737022003255
Kristen, C., Edele, A., Kalter, F., Kogan, I., Schulz, B., Stanat, P., & Will, G. (2011). The education of migrants and their children across the life course. In H.-P. Blossfeld, H.-G. Roßbach, & J. von Maurice (Eds.), Zeitschrift für Erziehungswissenschaft, 14. Education as a lifelong process: The German National Educational Panel Study (NEPS) (pp. 121 – 137). Wiesbaden: VS Verlag für Sozialwissenschaften. doi:10.1007/s11618-011-0194-3
Lovett, B. J. (2010). Extended time testing accommodations for students with disabilities: Answers to five fundamental questions. Review of Educational Research, 80, 611–638. doi:10.3102/0034654310364063
Lutkus, A. D., Mazzeo, J., Zhang, J., & Jerry, L. (2004). Including special-needs students in the NAEP 1998 reading assessment part II: Results for students with disabilities and limited-English proficient students (Research Report ETS-NAEP 04-R01). Princeton, NJ: ETS.
OECD. (2010, December). PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science, 1. Retrieved from http://dx.doi.org/10.1787/9789264091450-en
OECD. (2012, March). PISA 2009 Technical Report. Retrieved from http://dx.doi.org/10.1787/9789264167872-en10.1787/9789264167872-en
Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, D. C.: National Academy Press.
Pitoniak, M. J., & Royer, J. M. (2001). Testing accommodations for examinees with disabilities: A review of psychometric, legal, and social policy issues. Review of Educational Research, 71, 53 – 104. doi:10.3102/00346543071001053
Pohl, S., & Carstensen, C. H. (2012). NEPS technical report: Scaling the data of the competence test. (NEPS Working Paper No. 14). Bamberg: University of Bamberg, National Educational Panel Study.
Pohl, S., Haberkorn, K., Hardt, K., & Wiegand, E. (2012). NEPS technical report for reading—Scaling results of Starting Cohort 3 in fifth grade. (NEPS Working Paper No. 15). Bamberg: University of Bamberg, National Educational Panel Study.
Pohl, S., Südkamp, A., Hardt, K., Carstensen, C. H., & Weinert, S. (2015). Testing students with special educational needs—Psychometric properties of test scores and associations with test taking behavior. Manuscript submitted for publication.
Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Copenhagen: Nielsen & Lydiche.
Südkamp, A., Pohl, S., Hardt, K., Duchhardt, C., & Jordan, A.-K. (2015). Kompetenzmessung in den Bereichen Lesen und Mathematik bei Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf [Competence assessment of students with special educational needs in the areas of reading and mathematics]. In P. Kuhl, P. Stanat, B. Lütje-Klose, C. Gresch, H. A. Pant, & M. Prenzel (Eds). Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (S. 243–272). Wiesbaden: VS Verlag für Sozialwissenschaften.
Südkamp, A., Pohl, S., & Weinert, S. (2015). Competence assessment of students with special educational needs—Identification of appropriate testing accommodations. Frontline Learning Research, 3, 1 – 25. doi:10.14786/flr.v3i2.130
Swanson, L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32, 504–532. doi:10.1177/00222 1949903200605
Thompson, S. J., Johnstone, C. J., Anderson, M. E., & Miller, N. A. (2005). Considerations for the development and review of universally designed assessments (NCEO Technical Report No. 42). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M. L. (2010). Steps toward creating fully accessible reading assessments. Applied Measurement in Education, 23, 121 – 131. doi:10.1080/08957341003673765
Thurlow, M. L., Bremer, C., & Albus, D. (2008). Good news and bad news in disaggregated subgroup reporting to the public on 2005–2006 assessment results (Technical Report No. 52). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Verhoeven, L., & van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407–423. doi:10.1002/acp.1414
Weinert, S., Artelt, C., Prenzel, M., Senkbeil, M., Ehmke, T., & Carstensen, C. H. (2011). Development of competencies across the life span. In H.-P. Blossfeld, H.-G. Roßbach, & J. von Maurice (Eds.), Zeitschrift für Erziehungswissenschaft, 14. Education as a lifelong process: The German National Educational Panel Study (NEPS) (pp. 67 – 86). Wiesbaden: VS Verlag für Sozialwissenschaften. doi:10.1007/s11618-011-0182-7
Woodcock, S., & Vialle, W. (2011). Are we exacerbating students’ learning disabilities ? An investigation of pre-service teachers’ attributions of the educational outcomes of students with learning disabilities. Annals of Dyslexia, 61, 223–241. doi:10.1007/s11881-011-0058-9
Wu, M., Adams, R. J., Wilson, M., & Haldane, S. (2007). Conquest 2.0. [Computer Software]. Camberwell: ACER Press.
Wu, Y.-C., Liu, K. K., Thurlow, M. L., Lazarus, S. S., Altman, J., & Christian, E. (2012). Characteristics of low performing special education and non-special education students on large-scale assessments (Technical Report No. 60). Minneapolis, MN: University of Minnesota, National Centre on Educational Outcomes.
Ysseldyke, J. E., Thurlow, M. L., Langenfeld, K. L., Nelson, R. J., Teelucksingh, E., & Seyfarth, A. (1998). Educational results for students with disabilities: What do the data tell us ? (Technical Report No. 23). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer Fachmedien Wiesbaden
About this chapter
Cite this chapter
Südkamp, A., Pohl, S., Heydrich, J., Weinert, S. (2016). Including Students With Special Educational Needs in the Competence Assessment of the NEPS—Results on the Comparability of Test Scores in Reading. In: Blossfeld, HP., von Maurice, J., Bayer, M., Skopek, J. (eds) Methodological Issues of Longitudinal Surveys. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-11994-2_27
Download citation
DOI: https://doi.org/10.1007/978-3-658-11994-2_27
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-11992-8
Online ISBN: 978-3-658-11994-2
eBook Packages: EducationEducation (R0)