Session Information
09 SES 10 A, Structure and Determinants of Multiple Competencies of Grade 4 Learners: Findings from PIRLS/TIMSS 2011 combined – PART 2
Symposium
Contribution
In 2011, Germany participated in PIRLS and TIMSS with a shared representative sample. In order to derive proficiency patterns across the reading, mathematics, and science competence domains, latent profile analyses of students’ plausible values were conducted. Achievement scores were estimated on the basis of a national multidimensional IRT model distinguishing the reading purposes and content domains as its dimensions. In this paper, we study the dimensionality structure when assuming cognitive demands and comprehension processes to underlie the PIRLS/TIMSS data. Model comparisons are made for different numbers of dimensions, and the latent correlations between the dimensions are estimated. Groups of learners with comparable achievement patterns are identified at different levels of granularity of the underlying competencies; in order to see, e.g., to what extent it is possible to identify learners with a peculiar, cognitive specific strength or weakness in only one area. Moreover, the proficiency segments are profiled and characterized by means of background characteristics such as the SES or immigrant status using regression analytic and covariates modeling. The challenging issue of multiple correlated dependent achievement variables and of a large number of correlated conditioning background predictors is addressed.
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