Om lenkefeil og ekvivaleringsmetoder på nasjonale prøver: Evaluering av endring over tid
DOI:
https://doi.org/10.5617/adno.6273Keywords:
IRT, Nasjonale Prøver, Ekvivalering, LenkefeilAbstract
Nasjonale prøver i nåværende form, hvor Item Response Theory (IRT) benyttes for å bestemme oppgavenes egenskaper og hvor man måler utvikling over tid, har vært gjennomført siden 2014. Prøvene har vist seg å være stabile over tid, og en lenking og ekvivalering er blitt gjort siden 2014 for å gjøre sammenlik-ninger over tid mulige. For å kunne avgjøre om endringer over tid er signifikante, er det nødvendig å kvantifisere den usikkerheten som er knyttet til prosedyren for lenking fra år til år. Denne usikkerheten betegnes som lenkefeilen. Denne artikkelen gjør rede for ulike måter å gjøre dette på, og med bakgrunn i dette beregnes størrelsen av den lenkefeilen som er til stede i regning og engelsk for 5. og 8. trinn. I tillegg presenteres resultater fra en undersøkelse av mulig bias i lenkingen. Konklusjonen er at lenkefeilen er akseptabel, men likevel såpass stor at evaluering av endring over tid må ta hensyn til den. Det blir derfor viktig å ha et prøvedesign og bruke metoder som gir riktige (unbiased) estimater og som bidrar til å minimere lenkefeilen.
Nøkkelord: IRT, nasjonale prøver, ekvivalering, lenkefeil
Linking error and equating methods on the national tests:
Estimating change over time
Abstract
The Norwegian national tests, utilizing Item Response Theory (IRT) to determine item characteristics and measure changes over time, have been administered since 2014. The tests have turned out to be stable over time, and linking and equating has been done each year to make comparisons over time possible. Central for these methods is to quantify the uncertainty in the linking from year to year, as this must be known to determine whether a change from year to year is significant or not. This article presents some often-used methods to estimate the linking error. Based on this, the size of the error due to linking is estimated for English and Numeracy for the 5th and 8th grades. The article also presents an examination of possible bias in the linking. The main conclusion is that the linking error is acceptable, but nevertheless so large that a determination of changes over time must take it into account. It remains important to make use of a test design and methods that result in an appropriately small and unbiased estimate of the linking error.
Keywords: IRT, national tests, equating, linking error
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