Development and Validation of the Subjective Occupational Aspiration Scale Using a Rasch Model Approach

2018 ◽  
Vol 46 (6) ◽  
pp. 670-691
Author(s):  
Hyojung Han ◽  
Jay W. Rojewski ◽  
Minho Kwak
Keyword(s):  
Error Bound ◽  
Rasch Model ◽  
Occupational Aspiration ◽  
Psychometric Instruments ◽  
Development And Validation ◽  
The Rasch Model ◽  
Final Instrument ◽  
Model Approach

This study proposes and measures a new construct, subjective occupational aspiration, that refers to individuals’ preferences for selected aspects of occupations—economic rewards, authority, freedom, education required, and ability required—that, collectively, support the expression of those occupations. Using a four-step approach to constructing psychometric instruments based on the Rasch model, this study developed and validated the Subjective Occupational Aspiration Scale (SOAS). The SOAS consists of 24 4-point Likert-type items. Both infit and outfit statistics indicated that the Rasch model predicted both items and persons within a reasonable error bound, validating all initial 24 items of the SOAS. However, two sets of items showed reversed difficulties. The final instrument that reflects the corrected difficulty order of items is provided. Suggestions and implications for using the SOAS in practice are also discussed.

scholarly journals Development and Validation of a Teacher Success Questionnaire Using the Rasch Model

2018 ◽  
Vol 11 (2) ◽  
pp. 129-144 ◽  
Author(s):  
Mona Tabatabaee-Yazdi ◽  
◽  
Khalil Motallebzadeh ◽  
Hamid Ashraf ◽  
Purya Baghaei ◽  
...  
Keyword(s):  
Rasch Model ◽  
Teacher Success ◽  
Development And Validation ◽  
The Rasch Model

scholarly journals THE USE OF THE RASCH MODEL IN ANALYSING THE VALIDITY AND RELIABILITY OF STUDENTS’ COPING STRATEGY SCALE

2021 ◽  
Vol 7 (2) ◽  
pp. 110-119
Author(s):  
Maya Oktaviani ◽  
Uswatun Hasanah ◽  
Muhammad Faesal ◽  
Elmanora ◽  
Vania Zulfa
Keyword(s):  
Coping Strategy ◽  
Rasch Model ◽  
Content Validity ◽  
Three Dimensions ◽  
Validity And Reliability ◽  
Empirical Validity ◽  
Validity Analysis ◽  
Validity Coefficient ◽  
The Rasch Model ◽  
Model Approach

This research is part of the standardization of the Students' Coping Strategy Scale (SCSS). This study aims to reveal the content validity, empirical validity, and reliability of the SCSS. The non-test instrument consisting of 42 statements from three dimensions: problem-focused coping, emotion-focused coping, and seeking social support. Content validity analysis was carried out by experts to obtain Gregory's content validity coefficient, while the empirical validity and reliability analysis by empirically testing the instrument on 211 respondents and analyzed using the Rasch model approach. The results show that Gregory's content validity coefficient is 0.714, so it needs improvement on some items that are considered unsuitable. Empirical validity analysis using WINSTEPS software shows that three items do not fit the model. The reliability coefficient of the SCSS is 0.99. Thus, the remaining 39 items are appropriate to be used to measure students' coping strategies.

scholarly journals Development and Validation of a Health and Work Survey Based on the Rasch Model among Portuguese Workers

2017 ◽  
Vol 41 (5) ◽  
Author(s):  
Carla Barros ◽  
Liliana Cunha ◽  
Pilar Baylina ◽  
Alexandra Oliveira ◽  
Álvaro Rocha
Keyword(s):  
Rasch Model ◽  
Development And Validation ◽  
The Rasch Model

scholarly journals Development and validation of a null curriculum questionnaire focusing on 21st century skills using the Rasch model

2020 ◽  
Vol 7 (1) ◽  
pp. 1736849
Author(s):  
Sara Kazemi ◽  
Hamid Ashraf ◽  
Khalil Motallebzadeh ◽  
Mitra Zeraatpishe
Keyword(s):  
21St Century ◽  
Rasch Model ◽  
21St Century Skills ◽  
Null Curriculum ◽  
Development And Validation ◽  
The Rasch Model

scholarly journals A Rasch-based validation of the Vietnamese version of the Listening Vocabulary Levels Test

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Hung Tan Ha
Keyword(s):  
Rasch Model ◽  
Language Assessment ◽  
Vocabulary Knowledge ◽  
Validity Evidence ◽  
Test Items ◽  
American Psychologist ◽  
Validation Framework ◽  
Development And Validation ◽  
High Degree ◽  
The Rasch Model

AbstractThe Listening Vocabulary Levels Test (LVLT) created by McLean et al. Language Teaching Research 19:741-760, 2015 filled an important gap in the field of second language assessment by introducing an instrument for the measurement of phonological vocabulary knowledge. However, few attempts have been made to provide further validity evidence for the LVLT and no Vietnamese version of the test has been created to date. The present study describes the development and validation of the Vietnamese version of the LVLT. Data was collected from 311 Vietnamese university students and then analyzed based on the Rasch model using several aspects of Messick’s, Educational Measurement, 1989; American Psychologist 50:741–749, 1995 validation framework. Supportive evidence for the test’s validity was provided. First, the test items showed very good fit to the Rasch model and presented a sufficient spread of difficulty. Second, the items displayed sound unidimensionality and were locally independent. Finally, the Vietnamese version of the LVLT showed a high degree of generalizability and was found to positively correlate with the IELTS listening test at 0.65.

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
Sign in / Sign up

Export Citation Format

Share Document