Christine Hohensinn

Christine Hohensinn
University of Vienna | UniWien · Department of Applied Psychology: Health, Development, Enhancement and Intervention

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20
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268
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Publications

Publications (20)
Article
Full-text available
A key task in psychological assessment is the scaling of new psychological tests and questionnaires. Item response theory (IRT) is a well-established framework for this area of research. At present, IRT comprises a great variety of models, but to date, relatively little attention has been paid to the scaling of nominal and continuous data. The R pa...
Article
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The linear logistic test model (LLTM) is a well-recognized psychometric model for examining the components of difficulty in cognitive tests and validating construct theories. The plausibility of the construct model, summarized in a matrix of weights, known as the Q-matrix or weight matrix, is tested by (1) comparing the fit of LLTM with the fit of...
Article
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In large scale multiple-choice (MC) tests alternate forms of a test may be developed to prevent cheating by changing the order of items or by changing the position of the response options. The assumption is that since the content of the test forms are the same the order of items or the positions of the response options do not have any effect on...
Article
Full-text available
Educational and psychological aptitude and achievement tests employ a variety of different response formats. Today the predominating format is a multiple-choice format with a single correct answer option (at most out of altogether four answer options) because of the possibility for fast, economical and objective scoring. But it is often mentioned t...
Article
Recently the linear logistic test model (LLTM) by Fischer (1973) is increasingly used. In applications of LLTM, a likelihood-ratio test comparing the likelihood of the LLTM to the likelihood of the Rasch model is the most often applied model test. The present simulation study evaluates the empirical Type I risk, test power, and approximation to the...
Article
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The validity and psychometric properties of a new Persian adaptation of the Foreign Language Reading Anxiety Scale were investigated. The scale was translated into Persian and administered to 160 undergraduate students (131 women, 29 men; M age = 23.4 yr., SD = 4.3). Rasch model analysis on the scale's original 20 items revealed that the data do no...
Article
Achievement tests for students are constructed with the aim of measuring a specific competency uniformly for all examinees. This requires students to work on the items in a homogenous way. The dichotomous logistic Rasch model is the model of choice for assessing these assumptions during test construction. However, it is also possible that various s...
Article
In large-scale assessments, it usually does not occur that every item of the applicable item pool is administered to every examinee. Within item response theory (IRT), in particular the Rasch model (1960), this is not really a problem because item calibration works nevertheless. The different test booklets only need to be conceptualized according t...
Article
For large-scale assessments, usually booklet designs administering the same item at different positions within a booklet are used. Therefore, the occurrence of position effects influencing the difficulty of the item is a crucial issue. Not taking learning or fatigue effects into account would result in a bias of estimated item difficulty. The occur...
Article
Full-text available
A crucial point regarding the development and calibration of an aptitude test is the presence of missing values. In most test administrations, examinees omit individual items even in high-stakes tests. The most common procedure for treating these missing values in data analysis is to score these responses as incorrect; however, an alternative would...
Article
In aptitude and achievement tests, different response formats are usually used. A fundamental distinction must be made between the class of multiple-choice formats and the constructed response formats. Previous studies have examined the impact of different response formats applying traditional statistical approaches, but these influences can also b...
Article
Full-text available
The paper uses Item Response Theory (IRT) for modeling and hypothesis testing children's cogni-tive age-acceleration function – within calibration and standardization of some intelligence test. For this, basically Fischer's Linear logistic test model (LLTM; Fischer, 1973, 2005) is applied. How-ever, instead of originally decomposing the item diffic...
Article
Many current problems and challenges in the field of psychological assessment are being addressed and partly solved in terms of future science, teaching and practice. Problems and new demands are due to either changes in society itself, as well as to (scientific) progress in certain fields. The latter given here is based on the experiences of a “cl...
Article
Multiple-choice response formats are troublesome, as an item is often scored as solved simply because the examinee may be lucky at guessing the correct option. Instead of pertinent Item Response Theory models, which take guessing effects into account, this paper considers a psycho-technological approach to re-conceptualizing multiple-choice respons...
Article
Full-text available
When administering large-scale assessments, item-position effects are of particular importance because the applied test designs very often contain several test booklets with the same items presented at different test positions. Establishing such position effects would be most critical; it would mean that the estimated item parameters do not depend...
Article
Full-text available
When it comes to high cognitive ability assessment, traditional “IQ-diagnosis” has not proven to be particularly helpful. Psychological assessment aimed at promoting the development of gifted individuals requires a scientifically based theoretical model that identifies which cognitive strengths are necessary and which weaknesses can be compensated,...
Article
Es werden die beiden Intelligenz-Testbatterien HAWIK-IV und AID 2 in Bezug auf Hochbegabungsdiagnostik gegenubergestellt. Ausgegangen wird von zwei Modellen der Hochbegabungsdiagnostik. Dem traditionellen Ansatz einerseits – (kognitive) Hochbegabung liegt vor bei einem IQ > 130 – und dem „Wiener Diagnosemodell zum Hochleistungspotenzial“ anderersei...

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