scholarly journals An analysis of Javanese language test characteristic using the Rasch model in R program

2019 ◽  
Vol 5 (1) ◽  
pp. 61-74
Author(s):  
Muchlisin Muchlisin ◽  
Djemari Mardapi ◽  
Farida Agus Setiawati
Keyword(s):  
Language Learning ◽  
Rasch Model ◽  
Secondary Data ◽  
Difficulty Level ◽  
Accurate Information ◽  
Language Test ◽  
Test Characteristic ◽  
Test Characteristics ◽  
R Program ◽  
The Rasch Model

One skill required to solve a problem in the 21st century is communication. Two international languages that are important in communication and thought at school are English and German language. However, beside international language, the local language, such as the Javanese language, is also essential and need to be maintained. The purpose of this study is to analyze the Javanese language test characteristics. This study was explorative research with secondary data collected by documentation of 220 students responses to the 50 multiple choice item of Javanese language test in the 11th grade of vocational high school. Data were analyzed using the Rasch model assisted by R program. Rasch model fits the data with 42 items after three times calibration. Based on difficulty level, ICC, and items reliability, there were 28 of 42 items (66.67%) that were good. This study finds out that generally, the Javanese language test is in the moderate category of difficulty. Hence, the need of evaluating the Javanese language test to make a better test that gives more accurate information about examinees' ability is crucial. The evaluation of the Javanese language test can be used to plan the next learning to get better Javanese language learning.

Rasch analysis of the firefighters’ critical incident inventory questionnaire

Work ◽  
2021 ◽  
pp. 1-11
Author(s):  
Goris Nazari ◽  
Steve Lu ◽  
Tara Packham ◽  
Joy C. MacDermid
Keyword(s):  
Rasch Model ◽  
Critical Incident ◽  
Secondary Data ◽  
Chi Square ◽  
Service Workers ◽  
Response Options ◽  
Medical Trauma ◽  
Chi Square Test ◽  
Emergency Service Workers ◽  
The Rasch Model

BACKGROUND: The Critical Incident Inventory (CII) was developed to assess stressful exposures in firefighters and emergency service workers. The CII includes six subscales: trauma to self, victims known to fire-emergency worker, multiple casualties, incidents involving children, unusual or problematic tactical operations, and exposure to severe medical trauma. OBJECTIVES: To examine the construct validity of all subscales of the Critical Incident Inventory (CII) by assessing the unidimensionality of the scales, and the interval properties of CII subscales by examining fit to the Rasch model and ordering of item thresholds. METHODS: This was a secondary data analysis based on survey data collected from a sample of 390 firefighters. RESULTS: Item 4 and Item 20 were removed with the confirmation of unacceptable fit residual. This revised version of the CII showed satisfactory fit to the Rasch model by non-significant Chi-square test and acceptable level of item fit. We rescored the CII original version and considered all items as only dichotomous response options where 0 represented the original no experience, and 1 presents the combination of experiencing 1, 2, 3 cases. CONCLUSION: The re-appraisal of the revised version CII indicated a satisfactory level of Rasch model fit.

scholarly journals Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

2021 ◽  
Vol 10 (1) ◽  
pp. 35-47
Author(s):  
W. L. Yuhanna ◽  
M. H. I. Al Muhdhar ◽  
A. Gofur ◽  
Z. Hassan
Keyword(s):  
Rasch Model ◽  
Difficulty Level ◽  
Mean Square ◽  
Design Development ◽  
Self Reflection ◽  
Vertebrate Zoology ◽  
The Mean ◽  
High Consistency ◽  
High Level ◽  
The Rasch Model

Instruments that are valid, reliable, and have high consistency are needed to measure students’ self-reflection. The Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) was developed to explore students’ self-reflection and abilities in the vertebrate zoology course. It is essential to test the instrument’s validity before measuring students’ abilities so that data bias does not occur. This study aims to determine the validity, whether the items are fit or misfit, and the difficulty level of SRAVZ items. SRAVZ is developed by ADDIE (Analysis, Design, Development, Implementation, Evaluation). The SRAVZ consists of 24 items tested on 135 students who have taken the vertebrate zoology course. Analysis of the Rasch model using Winstep version 4.5.2. The Rasch model shows the item reliability value at 0.97. The Cronbach alpha value at 0.94 with PTMEA Corr shows a positive value, unidimensional 48.1%. The separation index of 5.6 means that the level of grouping the items is very good. The mean square infit for SRAVZ was 0.59-1.96, and the mean square outfit value is 0.59-2.16. Data analysis shows that 24 SRAVZ items have 22 fit items and two misfit items (S3 and S5). Item numbers S3 and S5 must be excluded from the SRAVZ construction. Total items used to measure students’ self-reflection in the vertebrate zoology course were 22 items. The most difficult item is S3, and the easiest item is S6. Thus, the data indicate that the valid and reliable SRAVZ is in the good, effective, and high level of consistency category

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.

scholarly journals Application rasch model using R program in analyze the characteristics of chemical items

2019 ◽  
Vol 5 (2) ◽  
pp. 147-157
Author(s):  
Untung Desy Purnamasari ◽  
Badrun Kartowagiran
Keyword(s):  
High School ◽  
Data Collection ◽  
Rasch Model ◽  
Item Bank ◽  
Good Question ◽  
R Program ◽  
Tenth Grade ◽  
The Subject ◽  
Level Of Difficulty ◽  
The Rasch Model

Chemistry is one of the subjects taught in high school. To find out and assess students' understanding regarding chemistry subjects in one semester can be proven by a test. The tests used must have good quality. This study aims to provide information about the characteristics of chemical items test using the Rasch model. Descriptive explorative was used in this study. The subject of the study were tenth grade students in Xaverius Senior High School taken the final semester examination on chemistry subject. The object of this research were  the form of item tests and student answer sheets. Data collection techniques used documentation. Student answer sheets were analyzed using the R program. The results showed that the reliability of the item tests was 0.3 to 0.54 or medium category. Subsequently acquired a good level of difficulty about which amounted to 28 items. In addition, the average student ability is 0.008 with a minimum ability of -2.309 and a maximum of 2.233. ICC and IIC obtained are very accurate in predicting students' abilities. Chemicals items used in the final semester examination  can be used by teachers as a item bank for use in the evaluation of students' abilities. However, there are two items that need to be revised level of difficulty to produce a good question.

scholarly journals A Rasch analysis of the self-administered Foot Health Assessment Instrument (S-FHAI)

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Minna Stolt ◽  
Anders Kottorp ◽  
Riitta Suhonen
Keyword(s):  
Psychometric Properties ◽  
Rasch Model ◽  
Rasch Analysis ◽  
Health Assessment ◽  
Secondary Data ◽  
The Self ◽  
Assessment Instrument ◽  
Foot Health ◽  
Item Functioning ◽  
The Rasch Model

Abstract Background Reliable and valid measurement is the foundation of evidence-based practice. The self-administered Foot Health Assessment Instrument (S-FHAI) was recently developed to measure patients’ evaluations of their own foot health. Evidence regarding the psychometric properties of the S-FHAI is limited. The aim of this study was to investigate those properties by using a Rasch analysis. Methods This methodological study analysed secondary data that was collected from nurses (n = 411) in 2015. The psychometric properties of the S-FHAI were evaluated using the Rasch model. Unidimensionality was analysed first, followed by item functioning, person misfit and differential item functioning (DIF). Results The S-FHAI demonstrated evidence of unidimensionality, with an acceptable item fit according to the Rasch model. Person fit and person separation were low, however, indicating restricted separation among different respondents. Item separation was high, demonstrating clear discrimination between the items. No DIF was detected in relation to gender, but significant DIF was demonstrated in relation to age for 6 of the 25 items. Conclusions The S-FHAI has potential for use in investigating self-reported foot health. The Rasch analysis revealed that the psychometric properties of the instrument were acceptable, although some issues should be addressed to improve the scale. In future, it may be beneficial to analyse the sensitivity of the items and to test the S-FHAI in more diverse patient populations.

scholarly journals Evaluation of the quality of multiple choice test bank for the module of Introduction to Anthropology by using the RASCH model and QUEST software

2017 ◽  
Vol 1 (X3) ◽  
pp. 42-54
Author(s):  
Quang Ngoc Bui
Keyword(s):  
Rasch Model ◽  
Multiple Choice ◽  
Choice Test ◽  
Difficulty Level ◽  
Calculation Error ◽  
General View ◽  
Multiple Choice Test ◽  
Measurement Science ◽  
The Rasch Model

The paper presents (1) a general view of the history of the development of objective multiple choice testing methods in accordance with the development of measurement science, and the evaluation process of the learners’ academic performance by this method; (2) the process of applying classic and modern test theories to analyze and evaluate the quality of multiple choice test bank for the module of Introduction to Anthropology by the RASCH model and QUEST software, which is implemented by the determination of difficulty degree of the questionnaires, the quality of the wrong opinions, the degree of difference among the test questions, the correlation factors between the test score and the whole score, the probability of each option being chosen, the measurement scale for the learners’ competence, the "threshold level" of the difficulty level for a multiple choice question, the calculation error, the reliability of the test, etc. and thereby (3) some solutions made towards the optimal application of the objective multiple choice tests at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City.

scholarly journals THE EQUIVALENCE OF TOEP FORMS

2019 ◽  
Vol 30 (1) ◽  
pp. 88
Author(s):  
Suwarsih Madya ◽  
Heri Retnawati ◽  
Ari Purnawan ◽  
Nur Hidayanto Pancoro Setyo Putro ◽  
Ezi Apino
Keyword(s):  
Foreign Language ◽  
Rasch Model ◽  
Reading Skills ◽  
Descriptive Study ◽  
Item Parameter ◽  
Test Characteristics ◽  
Service Centre ◽  
Test Grid ◽  
Level Of Difficulty ◽  
The Rasch Model

This explorative-descriptive study set out to examine the equivalence among Test of English Proficiency (TOEP) forms, developed by the Indonesian Testing Service Centre (ITSC) and co-founded by The Association for The Teaching of English as a Foreign Language in Indonesia (TEFLIN) and The Association of Psychology in Indonesia. Using a quantitative approach, the researchers collected the data through documenting the responses of those taking TOEP in 2016 and 2017, involving six TOEP forms in 2016 and four TOEP forms in 2017. All the forms were developed using the same test grid and construct to measure the listening and reading skills. The equality among the six forms was tested using the equating technique, which involved (1) the estimation of the item parameter using the Rasch model, (2) examination of the test characteristics curve for each form, and (3) interpretation of results. The results showed that all the TOEP forms used in 2016 and 2017 were equal with one another. It can be concluded then that the developed TOEP forms have the same level of difficulty and ensure justice for all test takers.

scholarly journals Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

2021 ◽  
Vol 4 (2) ◽  
pp. 172-182
Author(s):  
Fitri Nur Hikmah ◽  
Moh. Irma Sukarelawan ◽  
Tri Nurjannah ◽  
Jamaludin Djumati
Keyword(s):  
Rasch Model ◽  
Quantitative Research ◽  
Item Difficulty ◽  
Metacognitive Awareness ◽  
Difficulty Level ◽  
Public High Schools ◽  
Student Responses ◽  
Average Ability ◽  
The Public ◽  
The Rasch Model

This study aims to elaborate on the interaction between students’ metacognitive awareness and the difficulty level of items in Heat and Temperature Metacognition Awareness Inventory (HeTMAI). This study uses a quantitative research method with the type of survey research. The respondents involved were 30 students and came from one the public high schools in eastern Indonesia. Metacognitive awareness was evaluated using the 26-item HeTMAI.  Student responses are administered online, are voluntary and anonymous. The interaction between students’ metacognitive awareness and items in HeTMAI was analyzed using the Wright map based on the Rasch model. The analysis results show that the student’s average ability is 1.00 logit higher than the item difficulty level. The students’ abilities ranged from -1.34 to 5.98 logit, and the item difficulty level ranged from -0.51 to 0.70. In general, it appears that most students tend to agree more easily with the statements in HeTMAI. 

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