著者
山口 一大 敷島 千鶴 星野 崇宏 繁桝 算男 赤林 英夫
出版者
公益社団法人 日本心理学会
雑誌
心理学研究 (ISSN:00215236)
巻号頁・発行日
pp.90.18221, (Released:2019-07-10)
参考文献数
29

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.

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J-STAGE Articles - 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 https://t.co/6yqwOoJRIh
【「心理学研究」新着早期公開論文(7月分)】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 本文:https://t.co/pLCF7kLuQW 日本語アブストラクト:https://t.co/uJODe8QJND

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