LearningToLearn {ShinyItemAnalysis}

Dichotomous dataset of learning to learn test

Description

LearningToLearn is a real longitudinal dataset used in Martinkova et al (2020) study, demonstrating differential item functioning in change (DIF-C) on Learning to Learn (LtL) test. Among other variables, it primarily contains binary-coded responses of 782 subjects to (mostly) multiple-choice test consisting of 41 items within 7 subscales (see Format for details). Each respondent was tested twice in total – the first time in Grade 6 and the second time in Grade 9. Most importantly, school track (variable track_01 or track) is available, with 391 students attending basic school (BS) and 391 pursuing selective academic school (AS). This dataset was created using propensity score matching algorithm to achieve similar characteristics in both tracks (see References for details). To further simplify the work with LtL dataset, we provide computed total scores as well as 7 subscores, both for Grade 6 and Grade 9. The dataset also includes change variables for each item (see Format for details) for more detailed DIF-C analysis using multinomial regression model.

Usage

LearningToLearn

Format

A LearningToLearn data frame consists of 782 observations on the following 141 variables:

track_01

Dichotomously scored school track, where "1" denotes the selective academic school one.

track

School track, where "AS" represents the selective academic school track, and "BS" stands for basic school track.

score_6 & score_9

Total test score value obtained by summing all 41 items of LtL, the number denotes the Grade which the respondent was taking at the time of testing.

score_6_subtest1–score_6_subtest7

Scores of respective cognitive subtest (1–7) of LtL in Grade 6.

score_9_subtest1–score_9_subtest7

Scores of respective cognitive subtest (1–7) of LtL in Grade 9.

Item1A_6–Item7F_6

Dichotomously coded 41 individual items obtained at Grade 6, "1" represents the correct answer to the particular item.

Item1A_9–Item7F_9

Dichotomously coded 41 individual items obtained at Grade 9, "1" represents the correct answer to the particular item.

Item1A_changes–Item7F_changes

Change patterns with those possible values:

• a student responded correctly in neither Grade 6 nor in Grade 9 (did not improve, "00")

• a student responded correctly in Grade 6 but not in Grade 9 (deteriorated, "10")

• a student did not respond correctly in Grade 6 but responded correctly in Grade 9 (improved, "01"), and

• a student responded correctly in both grades (did not deteriorate, "11")

Source

Martinkova, P., Hladka, A., & Potuznikova, E. (2020). Is academic tracking related to gains in learning competence? Using propensity score matching and differential item change functioning analysis for better understanding of tracking implications. Learning and Instruction, 66, 101286. doi:10.1016/j.learninstruc.2019.101286