Psychometric properties and construct validity of PLAYself: a self-reported measure of physical literacy for children and youth

2020 ◽  
Author(s):  
Philip Jefferies ◽  
Emily Bremer ◽  
Tanya Kozera ◽  
John Cairney ◽  
Dean Kriellaars
Keyword(s):  
Construct Validity ◽  
Psychometric Properties ◽  
Rasch Model ◽  
Classical Test Theory ◽  
Test Theory ◽  
Children And Youth ◽  
Physical Literacy ◽  
Internal Reliability ◽  
Classical Test ◽  
The Rasch Model

PLAYself is a tool designed for self-description of physical literacy in children and youth. We examined the tool using both the Rasch model and Classical Test Theory to explore its psychometric properties. A random selection of 300 children aged 8-14 (47.3% female) from a dataset of 8,513 Canadian children were involved in the Rasch analysis. The three subscales of the measure demonstrated good fit to the Rasch model, satisfying requirements of unidimensionality, having good fit statistics (item and person fit residuals =-.17-1.47) and internal reliability (PSI=.70-.82), and a lack of item bias and problematic local dependency. In a separate comparable sample, 297 children also aged 8-14 (53.9% female) completed the PLAYfun, Physical Self-Description Questionnaire (PSDQ), Physical Activities Measure-Revised (MPAM-R), a physical activity inventory (PLAYinventory), and repeated the PLAYself seven days later. The tests with this sample confirmed test-retest reliability (ICC=.81-.84), and convergent and construct validity consistent with contemporary physical literacy definitions. Overall, the PLAYself demonstrated robust psychometric properties, and is recommended for researchers and practitioners who are interested in assessing self-reported physical literacy. Novelty bullets: • The PLAYself is a self-reported measure of physical literacy • This study validates the measure using the Rasch model and classical test theory • The PLAYself was found to have strong psychometric properties

scholarly journals Applicability of Item Response Theory to the Korean Nurses' Licensing Examination

2005 ◽  
Vol 2 ◽  
pp. 23 ◽  
Author(s):  
Geum-Hee Jeong ◽  
Mi Kyoung Yim
Keyword(s):  
Rasch Model ◽  
Logistic Model ◽  
Goodness Of Fit ◽  
Item Analysis ◽  
Classical Test Theory ◽  
Test Theory ◽  
Classical Test ◽  
Licensing Examination ◽  
The Rasch Model ◽  
Two Parameter

To test the applicability of item response theory (IRT) to the Korean Nurses' Licensing Examination (KNLE), item analysis was performed after testing the unidimensionality and goodness-of-fit. The results were compared with those based on classical test theory. The results of the 330-item KNLE administered to 12,024 examinees in January 2004 were analyzed. Unidimensionality was tested using DETECT and the goodness-of-fit was tested using WINSTEPS for the Rasch model and Bilog-MG for the two-parameter logistic model. Item analysis and ability estimation were done using WINSTEPS. Using DETECT, Dmax ranged from 0.1 to 0.23 for each subject. The mean square value of the infit and outfit values of all items using WINSTEPS ranged from 0.1 to 1.5, except for one item in pediatric nursing, which scored 1.53. Of the 330 items, 218 (42.7%) were misfit using the two-parameter logistic model of Bilog-MG. The correlation coefficients between the difficulty parameter using the Rasch model and the difficulty index from classical test theory ranged from 0.9039 to 0.9699. The correlation between the ability parameter using the Rasch model and the total score from classical test theory ranged from 0.9776 to 0.9984. Therefore, the results of the KNLE fit unidimensionality and goodness-of-fit for the Rasch model. The KNLE should be a good sample for analysis according to the IRT Rasch model, so further research using IRT is possible.

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 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 Model RASCH dalam Pengujian Alat Ukur Kesehatan Mental di Tempat Kerja

2015 ◽  
Vol 12 (2) ◽  
pp. 29
Author(s):  
Rahmat Aziz
Keyword(s):  
Mental Health ◽  
Rasch Model ◽  
Classical Test Theory ◽  
Test Theory ◽  
Theory Approach ◽  
Validity And Reliability ◽  
Mental Health Scale ◽  
Classical Test ◽  
The Subject ◽  
The Rasch Model

This research aims to examine the validity and reliability of mental health scale in the workplace by using the Rasch model approach as well as compare the results of analysis with classical test theory approach. The subject were 60 employees at the State Islamic University Malang. The analysis showed that the mental health scale in the workplace is declared valid and reliable either by using the approach of Rasch model and classical test theory. This means that both approaches are able to find the same results on the test of mental health scale in the workplace.

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.

Psychometric properties of the Mastery Scale-Chinese version: Applying classical test theory and Rasch analysis

2013 ◽  
Vol 20 (6) ◽  
pp. 404-411 ◽  
Author(s):  
Yun-Ling Chen ◽  
Ping-Chuan Hsiung ◽  
Lyinn Chung ◽  
Shing-Chia Chen ◽  
Ay-Woan Pan
Keyword(s):  
Psychometric Properties ◽  
Rasch Analysis ◽  
Classical Test Theory ◽  
Chinese Version ◽  
Test Theory ◽  
Classical Test

Item response theory

2015 ◽  
Author(s):  
David L. Streiner ◽  
Geoffrey R. Norman ◽  
John Cairney
Keyword(s):  
Item Response Theory ◽  
Psychometric Properties ◽  
Item Response ◽  
Traditional Approach ◽  
Classical Test Theory ◽  
Test Theory ◽  
Response Theory ◽  
Advantages And Disadvantages ◽  
The Past ◽  
Classical Test

Over the past few decades, there has been a revolution in the approach to scale development. Called item response theory (IRT), this approach challenges the notion that scales must be long in order to be reliable, and that psychometric properties of a scale derived from one group of people cannot be applied to different groups. This chapter provides an introduction to IRT, and discusses how it can be used to develop scales and to shorten existing scales that have been developed using the more traditional approach of classical test theory. IRT also can result in scales that have interval-level properties, unlike those derived from classical test theory. Further, it allows people to be compared to one another, even though they may have completed different items, allowing for computer-adapted testing. The chapter concludes by discussing the advantages and disadvantages of IRT.

scholarly journals The necessity of applying Rasch measurement theory in questionnaire-based public health research

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
H S Finbråten ◽  
A L Kleppang ◽  
A M Steigen
Keyword(s):  
Public Health ◽  
Psychometric Properties ◽  
Health Research ◽  
Measurement Theory ◽  
Classical Test Theory ◽  
Public Health Research ◽  
Rasch Measurement ◽  
Test Theory ◽  
Rasch Measurement Theory ◽  
Classical Test

Abstract Background Questionnaires are frequently used in public health research. In order to provide valid and reliable results to generate recommendations for practice and policies, scales with sound psychometric properties are required. Classical test theory such as factor analysis is most frequently used to assess the psychometric properties of scales. However, classical test theory may have limitations in confirming the validity of scales. Only Rasch measurement theory meet the requirements of fundamental measurement, such as additivity, invariance, sufficiency and specific objectivity. The objective is to exemplify how Rasch measurement theory can be used to evaluate the psychometric properties of a scale. Validation of the Hopkins Symptom Checklist-10 is used as an example. Methods This study is based on cross-sectional data from the Youth Data Survey. In total, 6777 adolescents responded to a web-based questionnaire. Data collection was carried out in lower and upper secondary schools in Norway during 2018. The data were analysed using the partial credit parameterization of the unidimensional Rasch model. Results Preliminary results indicated that the scale had acceptable reliability (person separation index: 0.82). However, one pair of items shows response dependence. The targeting could have been better (mean person location: -1.445). All items had ordered thresholds. Three items under-discriminated. Several items displayed differential item functioning with regard to gender and school level. Conclusions Applying Rasch measurement theory measurement problems that would go undetected using classical test theory approaches were observed. Scales used in public health research should be thoroughly validated applying Rasch measurement theory before the data are used to support claims about public health and used to provide recommendations for policy and practice. Key messages Public health practice and policy should be based on information from valid and reliable scales. Rasch measurement theory should be used to evaluate psychometric properties of scales used in public health research.

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