小学 1 年生から中学 3 年生を対象とした学力テストの垂直尺度化 1, 2, 3

Translated title of the contribution: Vertical scaling of academic ability tests for elementary school first year students through junior high school third year students

Kazuhiro Yamaguchi, Chizuru Shikishima, Takahiro Hoshino, Kazuo Shigemasu, Hideo Akabayashi

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study aimed to vertically scale the mathematics and Japanese academic ability tests of the Japan Child Panel Survey (JCPS) for elementary school first year students through junior high school third year students (grades 1-9 in the U.S.). We used an anchoring test design based on the item response theory. Two test samples were used: JCPS test participants (n = 3,916) and anchoring test participants (n = 7,210). After estimating the item parameters with a two-parameter logistic item response model, the equating coefficients were estimated with the Haebara method. The tests were scaled for elementary school fifth year (grade 5) in the end. The number of items included in the final analyses was 94 for mathematics and 108 for Japanese language studies. The mean level of estimated individual latent academic ability progressed according to grade level. Therefore, the JCPS tests appear to be able to capture the developmental changes of students from elementary school to junior high school. Future research should examine the relationship between children’s academic development and various factors, such as psychological traits or family environment, using the JCPS research data.

Translated title of the contributionVertical scaling of academic ability tests for elementary school first year students through junior high school third year students
Original languageJapanese
Pages (from-to)408-418
Number of pages11
JournalShinrigaku Kenkyu
Volume90
Issue number4
DOIs
Publication statusPublished - 2019 Jan 1

ASJC Scopus subject areas

  • Psychology(all)

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