scholarly journals Evaluación de la batería computarizada para lenguaje oral (BILOv3) a través del modelo de Rasch para una muestra brasileña

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Maria Cristina Rodrigues Azevedo Joly ◽  
Anelise Silva Dias ◽  
Caroline Tozzi Reppold
Keyword(s):  
Rasch Model ◽  
Oral Language ◽  
General Analysis ◽  
Psychometric Characteristics ◽  
Index Of Difficulty ◽  
Computer Based ◽  
The One ◽  
The Rasch Model

There are few tests in Brazil to evaluate the comprehension of oral language, especially the ones that are computer-based. Thus, this study aimed at investigating psychometric characteristics for a computer-based battery for Oral Language, Bilov3 using the Rasch Model. 569 children collectively answered BILOv3, which is constituted of 6 tests. A general analysis of the battery indicated that the test Completing Sentences was the one with the highest index of difficulty, whereas the test Completing Stories was the lowest. However, in the latter, there are difficult items regarding Morpho-syntactic Comprehension, Logical-Verbal Organization and Story Interpretation. As far as precision was concerned, the Kuder-Richardson coefficient varied from 0.80 to 0.97, which shows that the test is consistent. These results are evidences of validity and precision for BILOv3.

Le Modele De Rasch

1988 ◽  
Vol 31 ◽  
pp. 57-70
Author(s):  
John H.A.L. de Jong
Keyword(s):  
Rasch Model ◽  
Reliability And Validity ◽  
Test Reliability ◽  
Stochastic Independence ◽  
Validation Procedure ◽  
Local Stochastic Independence ◽  
The One ◽  
Definition Of ◽  
Latent Traits ◽  
The Rasch Model

This paper provides an elementary introduction to the one parameter psychometric model known as the Rasch model. It explains the basic principles underlying the model and the concepts of unidimensionality, local stochastic independence, and additivity in non-mathematical terms. The requirements of measurement procedures, the measurement of latent traits, the control on model fit, and the definition of a trait are discussed. It is argued that the Rasch model is particularly appropriate to understand the mutual dependence of test reliability and validity. Examples from foreign language listening comprehension tests are used to illustrate the application of the model to a test validation procedure.

scholarly journals FMCE-PHQ-9 Assessment with Rasch Model in Detecting Concept Understanding, Cheating, and Depression amid the Covid-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 297-309
Author(s):  
Fauzan Sulman ◽  
Sutopo Sutopo ◽  
Sentot Kusairi
Keyword(s):  
Conceptual Understanding ◽  
Rasch Model ◽  
Physics Education ◽  
Education Students ◽  
Concept Understanding ◽  
Force And Motion ◽  
Test Instrument ◽  
Index Of Difficulty ◽  
The Rasch Model ◽  
Item Reliability

This research aims to see the ability of the FMCE-PHQ-9 test instrument amid the Covid-19 pandemic to measure conceptual understanding, cheating, and depression in students. The research was conducted on 64 physics education students at Sulthan Thaha Saifuddin State Islamic University Jambi. The instrument consists of 47 force and motion material items to fit the Winsteps 3.65.0 program. The analysis results using the Rasch Model showed that the MNSQ Outfit was 1.00 in the person column and 0.1 in the item column. Judging from the ZSTD value of 0.57 for the person and 0.1 for the item, the Points Measure value correlated with 0.4 to 0.85 while the item reliability value was 0.73 and the Cronbach's Alpha value was 0.56. therefore, the test instrument using the Rasch proclamation model found 31 fit items. The analysis results show that the concept ability was poor since, on average, the students could only answer questions with a low index of difficulty category. The research results on the level of cheating obtained data that 100 percent of students were not indicated to have the same pattern. Lastly, for the level of depression, only 16 percent of students did not experience depression, while 84 percent of students experienced it.

scholarly journals The Psychometric Characteristic of the Taekwondo Electronic Protector Cognition Scale: The Application of the Rasch Model

2020 ◽  
Vol 17 (10) ◽  
pp. 3684
Author(s):  
Eun-Hyung Cho ◽  
Chang-Yong Jang ◽  
Yi-Sub Kwak ◽  
Eung-Joon Kim
Keyword(s):  
Item Response ◽  
Rasch Model ◽  
Goodness Of Fit ◽  
Data Sets ◽  
Input Output ◽  
Psychometric Characteristics ◽  
Item Level ◽  
Level Of Difficulty ◽  
The Rasch Model ◽  
Cognition Scale

This research was to investigate the psychometric characteristics of the electronic protector cognition scale by the infit and outfit of taekwondo athletes. Participants were 216 athletes (male = 109; female = 117) from 19 countries competed at the 19th Taekwondo World Championships. The electronic protector cognition scale consisting of 24-item with four subscales was utilized. The electronic protector cognition scale used a five-point Likert grading with 1 (not at all) to 5 (very likely). Analysis using IBM SPSS STATISTICS version 23 (IBM SPSS, Inc., Chicago, IL, USA) was conducted for the 226 data sets collected. WINSTEPS 3.74 (Linacre, 2015) was used for calculating subject reliability, item goodness-of-fit, scale propriety, and item level of difficulty, in order to apply the item response theory to the psychometric characteristics of electronic protectors. The research results showed that it was suitable for subject infit/outfit in taekwondo electronic protector cognition scale as 1.00~1.01 and the input/output of taekwondo electronic protector cognition scale as 1.00~1.01. Secondly, five-point scales were reviewed to be suitable for scale propriety, resulting from stage index judgment. Thirdly, 8 items showed problems in item goodness-of-fit. Finally, scale propriety was reported to be suitable considering the ability distribution of taekwondo players and the level of scale difficulty.

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 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.

scholarly journals An item analysis according to the Rasch model of the German 12-item WHO Disability Assessment Schedule (WHODAS 2.0)

2021 ◽  
Author(s):  
Lusine Vaganian ◽  
Sonja Bussmann ◽  
Maren Boecker ◽  
Michael Kusch ◽  
Hildegard Labouvie ◽  
...  
Keyword(s):  
Cancer Patients ◽  
Rasch Model ◽  
Item Analysis ◽  
Classical Test Theory ◽  
Health Condition ◽  
Test Theory ◽  
World Health ◽  
Good Reliability ◽  
Whodas 2.0 ◽  
The Rasch Model

Abstract Purpose The World Health Organization Disability Assessent Schedule 2.0 (WHODAS 2.0) assesses disability in individuals irrespective of their health condition. Previous studies validated the usefulness of the WHODAS 2.0 using classical test theory. This study is the first investigating the psychometric properties of the 12-items WHODAS 2.0 in patients with cancer using item analysis according to the Rasch model. Methods In total, 350 cancer patients participated in the study. Rasch analysis of the 12-items version of the WHODAS 2.0 was conducted and included testing unidimensionality, local independence, and testing for differential item functioning (DIF) with regard to age, gender, type of cancer, presence of metastases, psycho-oncological support, and duration of disease. Results After accounting for local dependence, which was mainly found across items of the same WHODAS domain, satisfactory overall fit to the Rasch model was established (χ2 = 36.14, p = 0.07) with good reliability (PSI = 0.82) and unidimensionality of the scale. DIF was found for gender (testlet ‘Life activities’) and age (testlet ‘Getting around/Self-care’), but the size of DIF was not substantial. Conclusion Overall, the analysis results according to the Rasch model support the use of the WHODAS 2.0 12-item version as a measure of disability in cancer patients.

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