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

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

研究成果: Article査読

3 被引用数 (Scopus)

抄録

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.

寄稿の翻訳タイトルVertical scaling of academic ability tests for elementary school first year students through junior high school third year students
本文言語Japanese
ページ(範囲)408-418
ページ数11
ジャーナルShinrigaku Kenkyu
90
4
DOI
出版ステータスPublished - 2019

Keywords

  • Item response theory
  • Japan Child Panel Survey
  • Vertical scaling

ASJC Scopus subject areas

  • 心理学(全般)

フィンガープリント

「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 <sup>1,</sup> 2, 3」の研究トピックを掘り下げます。これらがまとまってユニークなフィンガープリントを構成します。

引用スタイル