Generally, statistical analyses of large-scale educational assessments are based on measurement models from Item Response Theory (IRT). Valid statements can only be made if the assessed data fit the IR measurement model. To evaluate model fit, it is, for example, necessary to test for item fit, that is testing whether and how well observed responses to an item fit the expected answers (see figure). Many fit statistics exist and besides, different cut-off scores can be found within studies for same but also different fit statistics. Hence, no clear picture emerges concerning the conditions for item exclusion or treatment as a fit. It is furthermore interesting to take a closer look at the practical significance of item misfits.