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Originalarbeit

WOR-TE: Ein Ja / Nein-Wortschatztest für Kinder verschiedener Altersgruppen

Entwicklung und Validierung basierend auf dem Rasch-Modell

Published Online:https://doi.org/10.1026/0012-1924/a000212

Zusammenfassung. In dem vorliegenden Artikel wird der Wortschatztest WOR-TE für deutsche Grundschulkinder vorgestellt. Der Test basiert auf der Ja / Nein-Methode, bei der die Teilnehmerinnen und Teilnehmer aus einer Liste von Wörtern und Pseudowörtern diejenigen ankreuzen sollen, die sie kennen. Er wurde für verschiedene Altersgruppen (1./2. Klasse, 3./4. Klasse, 5./6. Klasse) konzipiert und Item-Response-Theory-basiert mit dem Rasch-Modell validiert. Anhand des Validitätskonzepts nach Messick (1995) wurden verschiedene Aspekte von Konstruktvalidität untersucht: Inhaltliche Aspekte, Relevanz, Repräsentativität, Technische Qualität, substantielle Aspekte, Generalisierbarkeit und externe Aspekte. Die Ergebnisse zeigen, dass der Test ein valides Instrument zur Erfassung des orthographischen Wortschatzes im Grundschulalter darstellt und durch kleine Veränderungen, insbesondere in Bezug auf die Item-Auswahl, profitieren würde. Möglichkeiten des Einsatzes sowie Einschränkungen des Verfahrens werden diskutiert, ebenso wie die Verwendung des Validitätskonzeptes mit IRT für Ja / Nein-Test im Allgemeinen.


A Yes / No Vocabulary Test for Children of Different Age Groups: Development and Validation Based on the Rasch Model

Abstract. In this article we present a vocabulary test for German primary school children. The test is based on the yes / no method where participants identify words they know out of a list of words and pseudowords. The test was developed for different age groups (Grade 1/2, Grade 3/4, Grade 5/6) and validated via item response theory (IRT), namely, the Rasch model. Following the concept suggested by Messick (1995), we analyzed several aspects of construct validity: content aspects, relevance, representativity, technical quality, substantial aspects, generalizability, and external aspects. Results show that the test is a valid instrument for measuring the orthographic vocabulary of German primary school children but could also benefit from some minor changes concerning, for example, item selection. Possible applications and limitations of the instrument are discussed as well as the use of the validity concept and the validation via IRT for yes / no vocabulary tests in general.

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