scholarly journals Validation of a Frailty Ladder Using Rasch Analysis: If the Shoe Fits

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 384-384
Author(s):  
Mylène Aubertin-Leheudre ◽  
Kedar Mate ◽  
Sabrina Figueiredo ◽  
Julio Fiore ◽  
Mohammad Auais ◽  
...  
Keyword(s):  
Rasch Model ◽  
Hierarchical Linear Model ◽  
Self Report ◽  
Performance Tests ◽  
Frailty Status ◽  
And Performance ◽  
The Rasch Model ◽  
True Measure ◽  
Personalized Intervention ◽  
Measurement Approach

Abstract The current measurement approach to frailty is to classify people on frailty status, rather than measure the degree to which they are frail. Here, we test the extent to which a set of items identified within the frailty concept fits a hierarchical linear model (Rasch model) and form a true measure reflective of the frailty construct and confirm the model using the NuAge dataset. The development sample included 234 individuals (aged 57 to 97) drawn from three sources: at-risk seniors (n=141); post-colorectal surgery (n=47); and post-rehabilitation hip fracture (n=46). We defined our frailty construct based on items commonly used in frailty indices, self-report measures, and performance tests. Of the 68 items, 29 fit the Rasch Model: 19 self-report items on physical function and 10 performance tests including one for cognition. Items typically identified as reflecting the frailty concept fit the Rasch model. The Frailty Ladder would facilitate personalized intervention.

scholarly journals Patient self-report section of the ASES questionnaire: a Spanish validation study using classical test theory and the Rasch model

2016 ◽  
Vol 14 (1) ◽  
Author(s):  
Kalliopi Vrotsou ◽  
Ricardo Cuéllar ◽  
Félix Silió ◽  
Miguel Ángel Rodriguez ◽  
Daniel Garay ◽  
...  
Keyword(s):  
Rasch Model ◽  
Validation Study ◽  
Classical Test Theory ◽  
Test Theory ◽  
Self Report ◽  
Classical Test ◽  
Spanish Validation ◽  
The Rasch Model

scholarly journals Self-report on the occurrence of insomnia and the habit of taking multivitamins against academic stress among students in the early period of COVID-19 pandemic

Konselor ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 81
Author(s):  
Wahyu Eka Prasetyaningtyas ◽  
Wa Ode Lili Andriani Nasri ◽  
Berru Amalianita
Keyword(s):  
Rasch Model ◽  
Early Period ◽  
Academic Stress ◽  
Quantitative Approach ◽  
Self Report ◽  
Inferential Statistics ◽  
Early Stages ◽  
The Rasch Model ◽  
Learning Stress ◽  
Bayesian Anova

This study intends to determine the occurrence of insomnia and the habit of taking multivitamins against learning stress among students during the early stages of the Covid-19 pandemic. Data were obtained in two times from 308 students in East Jakarta, Indonesia, applying a descriptive quantitative approach through the Rasch Model and inferential statistics via the Bayesian Anova. The result showed that the use of multivitamins and the existence of insomnia have been proved to be linked to the incident of stress among students during the early periods of the pandemic. Although the use of multivitamins is helpful to minimize stress, students consuming this commodity are likely to experience by stress up to 40 times higher than those that experience in insomnia. This condition becomes higher assuming the students, in addition to having insomnia, are also not accustomed to receiving multivitamins. The implications of this study, including considerations for better investigation of this issue, have been discussed and concluded.

A new approach of testing the Rasch model

2011 ◽  
Author(s):  
Klaus Kubinger ◽  
D. Rasch ◽  
T. Yanagida
Keyword(s):  
Rasch Model ◽  
New Approach ◽  
The Rasch Model

scholarly journals Development and performance tests of μ-PIC with DLC electrodes

2020 ◽  
Vol 1498 ◽  
pp. 012001
Author(s):  
A Ochi ◽  
F Yamane ◽  
Y Ishitobi ◽  
H Setsuda
Keyword(s):  
Performance Tests ◽  
And Performance

scholarly journals Measurement Precision and Efficiency of Computerized Adaptive Testing for the Activities-specific Balance Confidence Scale in People With Stroke

2021 ◽  
Author(s):  
Bryant A Seamon ◽  
Steven A Kautz ◽  
Craig A Velozo
Keyword(s):  
Rasch Model ◽  
Computerized Adaptive Testing ◽  
Adaptive Testing ◽  
Measurement Precision ◽  
Strongly Correlated ◽  
Computerized Adaptive Test ◽  
Balance Confidence ◽  
Adaptive Test ◽  
The Rasch Model ◽  
Confidence Scale

Abstract Objective Administrative burden often prevents clinical assessment of balance confidence in people with stroke. A computerized adaptive test (CAT) version of the Activities-specific Balance Confidence Scale (ABC CAT) can dramatically reduce this burden. The objective of this study was to test balance confidence measurement precision and efficiency in people with stroke with an ABC CAT. Methods We conducted a retrospective cross-sectional simulation study with data from 406 adults approximately 2-months post-stroke in the Locomotor-Experience Applied Post-Stroke (LEAPS) trial. Item parameters for CAT calibration were estimated with the Rasch model using a random sample of participants (n = 203). Computer simulation was used with response data from remaining 203 participants to evaluate the ABC CAT algorithm under varying stopping criteria. We compared estimated levels of balance confidence from each simulation to actual levels predicted from the Rasch model (Pearson correlations and mean standard error (SE)). Results Results from simulations with number of items as a stopping criterion strongly correlated with actual ABC scores (full item, r = 1, 12-item, r = 0.994; 8-item, r = 0.98; 4-item, r = 0.929). Mean SE increased with decreasing number of items administered (full item, SE = 0.31; 12-item, SE = 0.33; 8-item, SE = 0.38; 4-item, SE = 0.49). A precision-based stopping rule (mean SE = 0.5) also strongly correlated with actual ABC scores (r = .941) and optimized the relationship between number of items administrated with precision (mean number of items 4.37, range [4–9]). Conclusions An ABC CAT can determine accurate and precise measures of balance confidence in people with stroke with as few as 4 items. Individuals with lower balance confidence may require a greater number of items (up to 9) and attributed to the LEAPS trial excluding more functionally impaired persons. Impact Statement Computerized adaptive testing can drastically reduce the ABC’s test administration time while maintaining accuracy and precision. This should greatly enhance clinical utility, facilitating adoption of clinical practice guidelines in stroke rehabilitation. Lay Summary If you have had a stroke, your physical therapist will likely test your balance confidence. A computerized adaptive test version of the ABC scale can accurately identify balance with as few as 4 questions, which takes much less time.

scholarly journals Futuristic Trends and Innovations for Examining the Performance of Course Learning Outcomes Using the Rasch Analytical Model

Electronics ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 727
Author(s):  
Moustafa M. Nasralla ◽  
Basiem Al-Shattarat ◽  
Dhafer J. Almakhles ◽  
Abdelhakim Abdelhadi ◽  
Eman S. Abowardah
Keyword(s):  
Learning Outcomes ◽  
Analytical Model ◽  
Rasch Model ◽  
Teaching Techniques ◽  
Business Courses ◽  
Learning And Teaching ◽  
Association Pattern ◽  
Engineering Education Research ◽  
Academic Year ◽  
The Rasch Model

The literature on engineering education research highlights the relevance of evaluating course learning outcomes (CLOs). However, generic and reliable mechanisms for evaluating CLOs remain challenges. The purpose of this project was to accurately assess the efficacy of the learning and teaching techniques through analysing the CLOs’ performance by using an advanced analytical model (i.e., the Rasch model) in the context of engineering and business education. This model produced an association pattern between the students and the overall achieved CLO performance. The sample in this project comprised students who are enrolled in some nominated engineering and business courses over one academic year at Prince Sultan University, Saudi Arabia. This sample considered several types of assessment, such as direct assessments (e.g., quizzes, assignments, projects, and examination) and indirect assessments (e.g., surveys). The current research illustrates that the Rasch model for measurement can categorise grades according to course expectations and standards in a more accurate manner, thus differentiating students by their extent of educational knowledge. The results from this project will guide the educator to track and monitor the CLOs’ performance, which is identified in every course to estimate the students’ knowledge, skills, and competence levels, which will be collected from the predefined sample by the end of each semester. The Rasch measurement model’s proposed approach can adequately assess the learning outcomes.

scholarly journals Changing the Order of Factors Does Not Change the Product but Does Affect Students’ Answers, Especially Girls’ Answers

2021 ◽  
Vol 11 (5) ◽  
pp. 201
Author(s):  
Clelia Cascella ◽  
Chiara Giberti ◽  
Giorgio Bolondi
Keyword(s):  
Experimental Design ◽  
Rasch Model ◽  
Achievement Tests ◽  
Mathematical Content ◽  
Probability Sample ◽  
Decimal Numbers ◽  
Common Items ◽  
The Rasch Model ◽  
Grade 8

This study is aimed at exploring how different formulations of the same mathematical item may influence students’ answers, and whether or not boys and girls are equally affected by differences in presentation. An experimental design was employed: the same stem-items (i.e., items with the same mathematical content and question intent) were formulated differently and administered to a probability sample of 1647 students (grade 8). All the achievement tests were anchored via a set of common items. Students’ answers, equated and then analysed using the Rasch model, confirmed that different formulations affect students’ performances and thus the psychometric functionality of items, with discernible differences according to gender. In particular, we explored students’ sensitivity to the effect of a typical misconception about multiplication with decimal numbers (often called “multiplication makes bigger”) and tested the hypothesis that girls are more prone than boys to be negatively affected by misconception.

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