A Comparison of the Rasch Model and Constrained Item Response Theory Models for Pertinent Psychological Test Data

2007 ◽  
pp. 293-309 ◽  
Author(s):  
Klaus D. Kubinger ◽  
Clemens Draxler
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Test Data ◽  
Rasch Model ◽  
Psychological Test ◽  
Response Theory ◽  
The Rasch Model ◽  
Item Response Theory Models

scholarly journals Application of the Rasch model in measuring personality disorders

2012 ◽  
Vol 34 (2) ◽  
pp. 101-109 ◽  
Author(s):  
Lucas de Francisco Carvalho ◽  
Ricardo Primi ◽  
Gregory J. Meyer
Keyword(s):  
Item Response Theory ◽  
Personality Disorders ◽  
Item Response ◽  
Rasch Model ◽  
Psychiatric Treatment ◽  
Response Theory ◽  
Test Items ◽  
Successful Attempt ◽  
The Rasch Model ◽  
Item Response Theory Models

OBJECTIVE: To describe item and person parameters obtained with the Rasch model, one of the item response theory models, in the assessment of personality disorders based on Millon's theory. METHOD: A total of 350 people participated in the study. Age ranged from 18 to 67 years (mean ± standard deviation = 27.02±10.13), and 71.7% of the participants (n = 251) were female. Of the 350 individuals, 21.1% (n = 74) answered affirmatively about being under psychiatric treatment and taking psychiatric medications. The Personality Disorders Dimensional Inventory (PDDI), an instrument designed to assess personality disorders according to Millon's theory, was applied to all participants. Data were analyzed using the Rasch model. RESULTS: Overall, analysis with the Rasch model revealed that the PDDI has adequate psychometric properties for the assessment of personality disorders. CONCLUSION: Among the contributions of item response theory models for clinical instruments, the Rasch person-item map deserves to be highlighted as a successful attempt to improve the understanding of clinical scores obtained in response to particular test items.

scholarly journals Analisis Pengetahuan Matematika, Didaktika, dan Teknologi Calon Guru Sekolah Dasar Menggunakan Rasch Model

2021 ◽  
Vol 10 (3) ◽  
pp. 345-356
Author(s):  
Zetra Hainul Putra ◽  
Neni Hermita ◽  
Jesi Alexander Alim
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rasch Model ◽  
Classical Test Theory ◽  
Technological Knowledge ◽  
Test Theory ◽  
Response Theory ◽  
Classical Test ◽  
Didactic Knowledge ◽  
The Rasch Model

AbstrakPengetahuan matematika, didaktika, dan teknologi yang harus dimilik oleh calon guru dan guru, sebelumnya diukur dengan metode classical test theory (CTT), namun memiliki keterbatasan. Penelitian bertujuan mengetahui pengetahuan tersebut dengan metode yang diprekdiksi lebih akurat yaitu item response theory (IRT) dari rasch model. Metode penelitian meliputi survey pengetahuan matematika dan didaktika serta survey pengetahuan teknologi menggunakan angket. Subjek penelitian yaitu 38 mahasiswa tahun kedua calon guru sekolah dasar dari sebuah institusi pendidikan guru sekolah dasar di Pekanbaru. Hasil studi menunjukkan calon guru sekolah dasar memiliki pengetahuan matematika dan teknologi cukup baik, namun pengetahuan didaktika sangat rendah. Analisis pengetahuan calon guru menggunkan rasch model mampu memberikan gambaran tingkat kesulitan soal/item yang diberikan, tingkat pengetahuan responden, dan interaksi antar responden dan antar soal. Institusi pendidikan perlu mengembangkan pembelajaran bagi calon guru sekolah dasar yang mampu mendukung penguatan dan pengembangan pengetahuan matematika, didaktika, dan teknologi. Prospective Elementary Teachers’ Mathematical, Didactic, and Technological Knowledge Using Rasch Model Analysis AbstractKnowledge of mathematics, didactics, and technology that must be owned by pre-service and in-service teachers, previously measured by the classical test theory (CTT), but has limitations. Study aims to determine that knowledge with a more accurate prediction method using the item response theory (IRT) from the Rasch model. Study used a survey of mathematical and didactic knowledge, and a survey of technological knowledge with a scale. The subjects were 38 second-year students from an elementary school teacher education institution in Pekanbaru. This study indicates that pre-service teachers have relatively sufficient mathematics and technological knowledge, but they were lack of didactic knowledge. Analysis of pre-service teachers’ knowledge using the Rasch model can provide an overview of the difficulty level of the items given, the level of pre-service teachers’ knowledge, and the interaction between respondents and between questions. Institutions need to develop learning instruction for pre-service teachers that can support the strengthening and development of their mathematical, didactic, and technological knowledge.

scholarly journals Aplikasi Rasch Model: Pengembangan Fluids Assessment (Fass) Berdasarkan Taxonomy of Introductory Physics Problems (TIPP)

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Dafrida Nur Angraeni ◽  
Andri Suherman ◽  
Yudi Guntara
Keyword(s):  
Item Response Theory ◽  
Research And Development ◽  
Item Response ◽  
Rasch Model ◽  
Content Validity ◽  
Introductory Physics ◽  
Difficulty Level ◽  
Response Theory ◽  
The Rasch Model ◽  
Physics Problems

Tujuan dari penelitian ini untuk menghasilkan produk Fluids Assessment (FAss) berdasarkan Taxonomy of Introductory Physics Problems (TIPP) yang layak pada materi fluida dinamis. Analisis validitas menggunakan pendekatan Item Response Theory (IRT) dengan satu Parameter Logistik (PL) yakni parameter tingkat kesukaran atau lebih dikenal dengan Rasch Model. Selain itu, produk yang dihasilkan dianalisis dengan pendekatan teori klasik untuk melihat daya beda dan efektivitas distraktor. Penelitian ini merupakan Research and Development dengan mengadaptasi model pengembangan Borg and Gall. Hasil penelitian menunjukkan bahwa 34 butir soal dinyatakan valid menurut para ahli dengan analisis Content Validity Ratio (CVR). Sedangkan hasil analisis berdasarkan Rasch Model menunjukkan 17 butir soal valid dan reliabilitas soal diperoleh sebesar 0,90 dengan kategori baik. Dapat disimpulkan bahwa Fass memiliki tingkat kesukaran relatif sedang, daya beda yang baik, dan pengecoh yang berfungsi. Hasil implementasi menunjukkan bahwa sebagian besar siswa mengusai setiap level TIPP kecuali level 3a, 4d dan 4c yang berkaitan dengan matching, investigating, dan experimenting. The purpose of this study was to produce a Fluids Assessment (FAss) product based on an appropriate Taxonomy of Introductory Physics Problems (TIPP) on dynamic fluid material. Validity analysis uses the Item Response Theory (IRT) approach with a Parameter Logistic (PL), which is a difficulty level parameter or better known as the Rasch Model. Also, the resulting product was analyzed with a classical theoretical approach to see the difference in distinguishing power and effectiveness of the distractor. This research is a Research and Development by adapting the development model of Borg and Gall. The results showed that 34 items were declared valid according to experts with Content Validity Ratio (CVR) analysis. While the analysis based on the Rasch Model shows that 17 items are valid and the reliability of the questions is 0.90 in the good category, it can conclude that the Fass has a relatively moderate level of difficulty, a good difference in power, and a deception that works. The results of the implementation showed that most students mastered every level of TIPP except level 3a, 4d, and 4c relating to matching, investigating, and experimenting.

An Application of Item Response Theory and the Rasch Model in Speech Recognition Test Materials

2016 ◽  
Vol 25 (2) ◽  
pp. 142-152 ◽  
Author(s):  
Iris H.-Y. Ng ◽  
Kathy Y. S. Lee ◽  
Joffee H. S. Lam ◽  
C. Andrew van Hasselt ◽  
Michael C. F. Tong
Keyword(s):  
Speech Recognition ◽  
Item Response Theory ◽  
Item Response ◽  
Recognition Test ◽  
Rasch Model ◽  
Response Theory ◽  
Hearing Sensitivity ◽  
Test Items ◽  
Test Materials ◽  
The Rasch Model

Purpose The purpose of this study was to describe an attempt to apply item-response theory (IRT) and the Rasch model to construction of speech-recognition tests. A set of word-recognition test items applicable to children as young as 3 years old—with any level of hearing sensitivity, with or without using hearing devices—was developed. Method Test items were constructed through expert consultation and by reference to some established language corpora, validated with 121 participants with various degrees of hearing loss and 255 with typical hearing. IRT and the Rasch model were applied to evaluate item quality. Results Eighty disyllabic word items were selected in accordance with IRT. The speech-recognition abilities of the 376 young participants are reported. The IRT analyses on this set of data are also discussed. Conclusions A new set of speech-recognition test materials in Cantonese Chinese has been developed. Construction of short equivalent lists may be performed in accordance with IRT item qualities. Clinical applications of this test tool in the particular language population are discussed.

scholarly journals Polytomous Item Explanatory Item Response Theory Models

2019 ◽  
Vol 80 (4) ◽  
pp. 726-755 ◽  
Author(s):  
Jinho Kim ◽  
Mark Wilson
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rasch Model ◽  
Explanatory Models ◽  
Partial Credit Model ◽  
Partial Credit ◽  
Response Theory ◽  
Polytomous Item ◽  
Item Properties ◽  
Item Response Theory Models

This study investigates polytomous item explanatory item response theory models under the multivariate generalized linear mixed modeling framework, using the linear logistic test model approach. Building on the original ideas of the many-facet Rasch model and the linear partial credit model, a polytomous Rasch model is extended to the item location explanatory many-facet Rasch model and the step difficulty explanatory linear partial credit model. To demonstrate the practical differences between the two polytomous item explanatory approaches, two empirical studies examine how item properties explain and predict the overall item difficulties or the step difficulties each in the Carbon Cycle assessment data and in the Verbal Aggression data. The results suggest that the two polytomous item explanatory models are methodologically and practically different in terms of (a) the target difficulty parameters of polytomous items, which are explained by item properties; (b) the types of predictors for the item properties incorporated into the design matrix; and (c) the types of item property effects. The potentials and methodological advantages of item explanatory modeling are discussed as well.

Jak začít s Teorií odpovědi na položku? S pomocí knihy Applying The Rasch Model: Fundamental Measurement in the Human Sciences

TESTFÓRUM ◽  
2014 ◽  
Vol 3 (3) ◽  
pp. 22-25
Author(s):  
Hynek Cígler
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rasch Model ◽  
Human Sciences ◽  
Response Theory ◽  
The Rasch Model

Teorie odpovědi na položku (Item Response Theory, IRT) je souhrnné označení pro moderní psychometrické postupy, které již nejsou výhradní doménou tzv. výkonových testů. Ačkoliv v zahraničí jde o značně rozšířený přístup, v České republice jsou zatím metody standardizované prostřednictvím IRT jen ojedinělými pokusy. Přitom využití IRT neklade zvláštní nároky ani na psychometrika při tvorbě testu, ani na psychologa interpretujícího výsledky – spíše naopak. Za touto situaci možná stojí nedostatek domácích textů, které by v krátkosti představily základní výhody a možnosti IRT v podobě srozumitelné pro běžného psychologa bez zvláštního statistického vzdělání. Proto nabízím recenzi na knihu autorů Bonda a Foxové „Applying the Rasch Model: Fundamental Measurement in Human Sciences“ (2001; 2007), která o těchto tématech pojednává velmi přístupnou formou.

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