The contribution of Multidimensional IRT for modeling applicants performance on a SJT.

Poster (2013, May)

Situational judgment tests (SJTs) are testing methods often used in Personnel Selection to appraise different constructs (Whetzel & McDaniel, 2009). In the framework of an overall career progression ... [more ▼]

Situational judgment tests (SJTs) are testing methods often used in Personnel Selection to appraise different constructs (Whetzel & McDaniel, 2009). In the framework of an overall career progression program in a Public Administration, SJTs were developed to assess several competencies relevant to both task (e.g. planning, managing, etc.) and contextual performance (e.g. helping behaviour, organizational loyalty, etc.). Each competency is a combination of KSAOs needed to perform efficiently in a specific context (Campion & al., 2012; Le Boterf 2008). Given the lack of internal consistency of SJT and the dichotomous nature of the data, we decide to use Multidimensional Item Response Theory (MIRT) model to examine the issue of construct validity. Based on Hartig & Höhler (2009), we use MIRT compensatory model to estimate the latent covariance structures of the SJT. Different model are tested and compared depending on the number of dimension involved, the nature of the items and latent variables relation (between or within-item multidimensionality) and the number of model parameter (one or two parameter model). The results and findings lead us to discuss some implications (gaining accuracy, modeling performance in complex task, etc.) and limitations (dealing with complex loading structure, etc.) of using IRT, over and above classical test theory, in the specific case of SJTs applicants performance. The originality of this communication also lies in the way we addressed SJTs reliability and construct validity issues with a measurement based model that differs from the one usually used in the field. [less ▲]

How does engagement in reading predict digital reading proficiency among 15 year-olds?

Conference (2012, September)

In PISA 2009, 19 countries took part to an optional assessment of digital reading. In each country, a subsample of 15 year-olds was administered not only the paper and pencil PISA test, but also different ... [more ▼]

In PISA 2009, 19 countries took part to an optional assessment of digital reading. In each country, a subsample of 15 year-olds was administered not only the paper and pencil PISA test, but also different reading tasks online. The aim of our study is to investigate the relationships between engagement in reading, especially online reading practices, and digital reading proficiency of 15 year-olds in the 11 European countries which took part to this option (11 out of 19). [less ▲]

Exploring Gender Variability and Performance at the Extreme Tails of the Distribution in Reading

Conference (2012, April 15)

Social Inequalities of Post-secondary Educational Aspirations : influence of social background, school composition and institutional context

in European Educational Research Journal (2012), 11(4), 504-519

The first goal of this article is to assess, for each country belonging to the Organisation for Economic Co-operation and Development (OECD), the influence of pupils’ sociocultural background on ... [more ▼]

The first goal of this article is to assess, for each country belonging to the Organisation for Economic Co-operation and Development (OECD), the influence of pupils’ sociocultural background on educational aspirations. The second goal is to explore whether, after controlling for educational achievement, the residual influence of sociocultural background is still significant. In addition, the author estimates whether the sociocultural and academic characteristics of school composition have an additional impact on educational aspirations in this group of countries. Finally, they shows that the structural characteristics of school systems moderate the influence of individual characteristics and school composition on educational aspirations. [less ▲]

Le poids de l'origine socio-culturelle des élèves et leur environnement scolaire sur leurs aspirations d'études supérieures : les bases d'une comparaison internationale

in Orientation Scolaire et Professionnelle (L') [=OSP] (2012), 41(1), 29-56

PISA Student Non Response Adjustment Procedures

in Prenzel, M.; Kobarg, M.; Schöps, S. (Eds.) et al Research in the context of Programme for International Student Assessment (2012)

Gender differences in Variability and Extreme Scores

Conference (2011, September 15)

This study examines academic gender differences in variance and at the extreme tails of score distributions in reading, mathematics and science. Ten databases from IEA and PISA were used to analyse such ... [more ▼]

This study examines academic gender differences in variance and at the extreme tails of score distributions in reading, mathematics and science. Ten databases from IEA and PISA were used to analyse such gender differences in an international perspective from 1995 to 2009. Differences in standard deviation, effect size and variance ratios were computed. The main results may be summarised as follows. The gender differences at the extreme tails of the distribution are often more substantial than the gender differences at the mean, which may suggest the need to rethink education policies for low-achieving boys in reading and for high-achieving girls in mathematics and science. The “greater male variability hypothesis” is confirmed, although our results suggest that this may depend on the test content, the study design and the computed statistics. [less ▲]

La lecture électronique à 15 ans. Premiers résultats PISA 2009

in Cahiers des Sciences de l'Education (Les) (2011)

PISA test format assessment and the local independence assumption

in Ieri Monographs Series. Issues and Methodologies in Large-Scale assessments. (2011), 4

La lecture à 15 ans. Premiers résultats de PISA 2009

in Cahiers des Sciences de l'Education (Les) (2010)