scholarly journals ASSESSING THE VALIDITY AND RELIABILITY OF SCIENCE MULTIPLE CHOICE TEST USING RASCH DICHOTOMOUS MEASUREMENT MODEL

2021 ◽  
Vol 20 (6) ◽  
pp. 924-941
Author(s):  
Najah Hazirah Mohd Dzin ◽  
Yoon Fah Lay
Keyword(s):  
Secondary School ◽  
Multiple Choice ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Rasch Measurement Model ◽  
Standard Curriculum ◽  
School Standard

Multiple choice tests are widely applied to assess students’ knowledge in science education. This study aimed at assessing the validity and reliability of Science Multiple-choice Test in Malaysia. The items for this test were formulated by the researcher together with a panel of science teachers and the head of the science department with close reference to Secondary School Standard Curriculum (KSSM) syllabus. The test consists of 50 multiple-choice items with four options. Rasch measurement model was adopted to evaluate the quality of the Science Multiple-choice Test in terms of reliability analysis, item polarity analysis (PTMEA-CORR), item fit analysis and Principal Component Analysis of Residuals (PCAR). The reliability analysis was performed using Cronbach’s Alpha, and the results of reliability and separation index respectively indicated good reliability level of the test items. In order to improve the validity of the test, two negatively worded items (Q39 and Q40) were removed. Lastly, the PCAR analysis showed the unexplained variance in the 1st contrast (5.4%) was found to be well controlled and was below the ceiling value of one-third of the variance explained by the item (18.7%). However, the positive value of the disattenuated correlations indicate no evidence of the presence of secondary dimension. Keywords: multiple-choice test, Rasch measurement model, reliability and validity, science subject, secondary school standard curriculum

scholarly journals Establishing the Validity and Reliability of the Malaysian English Language Textbook Evaluation Checklist (MELTEC) Using Rasch Measurement Model (RRM)

2022 ◽  
Vol 13 (1) ◽  
pp. 38-45
Author(s):  
Faustina Roberts ◽  
Azlina Abdul Aziz ◽  
Mohd Effendi @ Ewan Mohd Matore
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
English Language ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Educational Goals ◽  
Learning Material ◽  
Validity And Reliability ◽  
Textbook Evaluation ◽  
Rasch Measurement Model

A textbook is an important teaching and learning material. Evaluating a textbook is essential to ensure educational goals are met. In the present study, the Malaysian English Language Textbook Evaluation Checklist (MELTEC) is developed for the purpose of materials adaptation. The lack of validity and reliability of previous textbook evaluation checklists reported by researchers in the field of ELT textbook evaluation has resulted in the need to establish the validity and reliability of the checklist developed in this study using the Rasch Measurement Model (RRM). One hundred and ten ESL secondary school teachers from Kuala Lumpur, Malaysia, had participated in this study. Rasch analysis was used to examine the item fit, polarity, reliability, separation index, and unidimensionality of the checklist. As a result, the finalised version of MELTEC comprises of 78 items. A total of 63 items were dropped as these items were not deemed to be suitable. The analysis performed using Rasch Measurement Model proved that the checklist has high validity and reliability. The checklist is found to be suitable to evaluate ELT secondary school textbooks in Malaysia. On that account, future researchers can consider using Rasch Measurement Model to establish the validity and reliability of the instruments developed to ensure their integrity and quality.

scholarly journals DEVELOPMENT AND VALIDATION OF A VOCATIONAL LEARNING STYLES INSTRUMENT USING THE RASCH MEASUREMENT MODEL

2019 ◽  
Vol 5 (1) ◽  
pp. 81-85
Author(s):  
Mazlili Suhaini
Keyword(s):  
Learning Styles ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Technical Training ◽  
Validity And Reliability ◽  
The Past ◽  
Technology Students ◽  
Rasch Measurement Model ◽  
Vocational Learning ◽  
Development And Validation

Malaysia is considered one of the developing countries undergoing rapid economic development over the past five decades. As a developing country with a rapidly growing population, providing the citizens with comprehensive and updated knowledge is crucial for the country, particularly in vocational training. A number of vocational and technical training have been developed. However, the success of vocational education relies on the capability of instructors or teacher’s approach to achieve the goals. It is important to create appropriate method that take into consideration their students’ learning styles to get better outcome. Therefore, the purpose of this paper is to develop vocational learning styles instrument. Empirical evidence on the validity and reliability of modified items has been done. A survey of 57 Electrical Technology students were distributed. The Rasch measurement model was used to examine the functional items and detect the item and respondent reliability and index separation, the polarity of item, measuring the fit of item in measuring the construct and standardised residual correlation values.

scholarly journals Student Perspective on Technology Enabled/Enhanced Active Learning in Educational: Rasch Measurement Model

2020 ◽  
Vol 16 (06) ◽  
pp. 34
Author(s):  
Nur Farha Hassan ◽  
Saifullizam Puteh ◽  
Amanina Muhamad Sanusi ◽  
Nor Hartini Che Mohamad Zahid
Keyword(s):  
Pilot Study ◽  
Active Learning ◽  
Engineering Students ◽  
Industrial Revolution ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Technology In Education ◽  
Validity And Reliability ◽  
Survey Question ◽  
Rasch Measurement Model

Nowadays, the industrial revolution 4.0 had given a great impact on education. An active environment which applied technology in education can developed multiple skills in students. Technology Enabled/Enhanced Active Learning (TEAL) is one of the active environments that used technology in education. TEAL is the combination of several active learning domains which enhances students' understanding of learning and built job-related skills. However, students have lack of knowledge in their field which led to increase in unemployment of students. Hence, TEAL can help students in perform their practical works to develop knowledge and skills in students. This pilot study was distributed survey question about create an active and effective environment using TEAL application among the engineering students. The survey is consisted of 141 items and was distributed to 40 respondents. This pilot study used Rasch Measurement Model for measuring the validity and reliability of survey questions. Winsteps software is used to check the functionality of the item in terms of (i) Reliability and separation of respondents - items; (ii) detect the polarity items of PTMEA CORR Value; (iii) the item fit based on MNSQ Value; and (iv) Determine the dependent items based on the standardized residual value measurement correlation. The final result 109 items is suitable to use for measurement of the real study in future work.

scholarly journals Validity and Reliability Learning Transfer Item Using Rasch Measurement Model

2015 ◽  
Vol 204 ◽  
pp. 212-217 ◽  
Author(s):  
Ruhizan Mohd. Yasin ◽  
Faizal Amin Nur Yunus ◽  
Ridzwan Che Rus ◽  
Azmi Ahmad ◽  
Mohd Bekri Rahim
Keyword(s):  
Learning Transfer ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Validity And Reliability ◽  
Rasch Measurement Model ◽  
Transfer Item

scholarly journals Validity and reliability multiple intelligent item using rasch measurement model

2010 ◽  
Vol 9 ◽  
pp. 729-733 ◽  
Author(s):  
Siti Rahayah Ariffin ◽  
Bishanani Omar ◽  
Anita Isa ◽  
Sharida Sharif
Keyword(s):  
Measurement Model ◽  
Rasch Measurement ◽  
Validity And Reliability ◽  
Rasch Measurement Model

scholarly journals Development and Validation of Multiple-Choice Test of the Geometry Part of Mathematics for Secondary Class

2019 ◽  
Vol IV (II) ◽  
pp. 203-210
Author(s):  
Nasreen Akhter ◽  
Ahmad Akhtar Usmani ◽  
Sabiha Iqbal
Keyword(s):  
Item Analysis ◽  
Multiple Choice ◽  
Secondary Level ◽  
Face Validity ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Test Items ◽  
Type Test ◽  
Development And Validation

This study overviews development and validity of a pool of multiple choice test items of geometry part of Mathematics for secondary level. A table of specifications was prepared and a pool of 48 multiple-choice type test items was developed from the test universe. The content validity and face validity of test items was determined with the help of a team of experts. Sample of the study was 488 students of class 10. After determining the validity and reliability through item analysis and quantitative and qualitative analysis of the test, it was concluded that 30 out of 48 items in the test were valid, reliable and suitable for measurement of the learning achievements in the course. Therefore, these items are useful in the boards of examinations for 9th class in Punjab (Pakistan).

scholarly journals ITEM ANALYSIS FOR THE MODIFIED VERSION OF ADOLESCENT PARENTING ATTITUDE FOUR FACTOR QUESTIONNAIRE USING RASCH MEASUREMENT MODEL

2020 ◽  
Vol 6 (1) ◽  
pp. 45-48
Author(s):  
Vincent Ming-Wei Woo ◽  
Kee Jiar Yeo
Keyword(s):  
Parenting Style ◽  
Item Analysis ◽  
Education Institution ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Private Higher Education ◽  
Adolescent Parenting ◽  
Validity And Reliability ◽  
Rasch Measurement Model ◽  
Parenting Attitude

This study aims to conduct a validity and reliability test on the modified version of adolescent parenting attitude four factor questionnaire (APA-FFQ) with rasch measurement model. The adapted instrument consisted of 40 items based on 4 constructs namely authoritarian, authoritative, permissive and uninvolved parenting style. Some modifications have been carried out to improve the item clarity and to capture the type of maternal and paternal parenting style. Based on the sample size of 70 adolescents from one of the private higher education institution in Malaysia, the analysis revealed that all items from the modified version of APA-FFQ fits the model as the value of infor and outfit mean square (MNSQ) fell within the acceptable range of 0.50 to 1.50 with positive Point Measure Correlation (PTMEA) value. The dimensionality analysis also revealed that all items involved were measured what it supposed to measure and possessed a strong unidimensionality. Furthermore, the separation and reliability analysis showed that all items and respondents are stable and consistent when tested with different items in measuring the same construct. Therefore, the instrument can be adapted in the Malaysian educational context.

scholarly journals Four-Tier Multiple Choice Test Characterized by Local Wisdom Values for Analyzing Critical Thinking Skills

2021 ◽  
Vol 4 (1) ◽  
pp. 97
Author(s):  
Zuafatun Ni'mah ◽  
Qisthi Fariyani ◽  
Agus Sudarmanto
Keyword(s):  
Critical Thinking ◽  
Confidence Level ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Test Instrument ◽  
Category Type

<p>This study aims to develop a four-tier multiple choice test instrument characterized by the values of local wisdom to describe the characteristics of the instrument, determine the validity and reliability of the instrument, determine the characteristics of items, and analyze the critical thinking skills of class X students on Momentum and Impulse material. This research is Research and Development (R&amp;D) and uses the Borg and Gall development model. The research methods used included interviews, tests, questionnaires, and documentation. The four levels of the four-tier multiple choice test instrument consist of: multiple choice questions, answer confidence level, reason choice, and reason confidence level. Validity testing by the three validators obtained the result that the instrument developed was valid. Reliability testing shows that the developed question instrument is reliable with the acquisition of a value of 0.946. The test questions consist of 14 questions in the medium category and 7 questions in the difficult category. The difference in power index is 0.22 to 0.53 which consists of 11 good enough questions, 6 good questions, and 4 very good questions. Overall results of critical thinking skills of students 11.93% in the very critical category, 5.93% in the critical category, 12.2% in the less critical category type 1A (LC1A), 10.87% in the less critical category type 1B ( LC1B), 8.56% in the less critical category type 2A (LC2A), 9% in the less critical category type 2B (LC2B), and 41.36% in the non-critical category.</p>

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