Investigating the validity of rating scales using many-faceted rasch model

2019 ◽  
Vol 24 (2) ◽  
pp. 281-308
Author(s):  
So Young Jang
Keyword(s):  
Rasch Model ◽  
Rating Scales

Generalizing the Rasch Model for Consumer Rating Scales

1985 ◽  
Vol 4 (1) ◽  
pp. 62-73 ◽  
Author(s):  
Gordon G. Bechtel
Keyword(s):  
Rasch Model ◽  
Rating Scales ◽  
The Rasch Model

scholarly journals The Rasch-rating scale model to identify learning difficulties of physics students based on self-regulation skills

2019 ◽  
Vol 8 (4) ◽  
pp. 659
Author(s):  
Habibi Habibi ◽  
Jumadi Jumadi ◽  
Mundilarto Mundilarto
Keyword(s):  
Rasch Model ◽  
Teacher Candidates ◽  
Rating Scales ◽  
Rating Scale ◽  
Learning Strategy ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Scale Model ◽  
Physics Students ◽  
Physics Teacher

<span>This study applies the unidimensional Rasch Model assumptions in identifying physics learning difficulties based on students' self-regulation abilities. A total of 126 physics teacher candidates have been observed for one semester. Self-project as a learning strategy has been used. Data were collected using 20 items in rating scales and then analyzed quantitatively to get feasibility in measuring self-regulation skills. The results have shown that the profile items analyzed by the Rasch Model are feasible to measure self-regulation skills through a self-sustaining project strategy. Most physics teacher candidates have a medium ability of 51% in the process of self-regulation, high = 33%, and low = 16%. The implications of applying self-projects to the processes of self-regulation are discussed in this article.</span>

scholarly journals The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model

2021 ◽  
Vol 10 (4) ◽  
pp. 2133-2144
Author(s):  
Moh. Irma ◽  
Jumadi Jumadi ◽  
Heru Kuswanto ◽  
M. Anas
Keyword(s):  
Factor Analysis ◽  
Academic Success ◽  
Confirmatory Factor Analysis ◽  
Psychometric Properties ◽  
Rasch Model ◽  
Rating Scales ◽  
School Level ◽  
Future Research ◽  
High School Level ◽  
Confirmatory Factor

<p style="text-align: justify;">Metacognition inventory supports increased awareness and self-control to improve student’s academic success, including physics. However, there are limitations to revealing the Physics Metacognition Inventory (PMI), especially in Indonesia. This study aims to explore and evaluate the psychometric properties of PMI. This survey research has involved 479 students from three high schools in Indonesia. The psychometric properties of the I-PMI were evaluated using a Confirmatory Factor Analysis and Rasch Model approach. The results show that the Indonesian Physics Metacognition Inventory (I-PMI) is collected in 6 constructs from 26 items. The validity, reliability, and compatibility tests have also been analyzed with good results. The five rating scales used have adequate functionality. This research has also presented more comprehensive information about the Physics Metacognition Inventory in the context of Indonesian culture. This study has implications for using I-PMI to assess students’ metacognition at the high school level in Indonesia and recommendations for future research.</p>

scholarly journals Rating Scales in Survey Research: Using the Rasch model to illustrate the middle category measurement flaw

2015 ◽  
Vol 8 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Kelly D. Bradley ◽  
Michael R. Peabody ◽  
Kathryn S. Akers ◽  
Nichole M. Knutson
Keyword(s):  
Survey Research ◽  
Rasch Model ◽  
Rating Scales ◽  
The Rasch Model

scholarly journals Optimization rating scales for an athletes Socialization Scale by Rasch model

2016 ◽  
Vol 15 (4) ◽  
Author(s):  
Daniel Bartholomeu ◽  
José Maria Montiel ◽  
Afonso Antonio Machado
Keyword(s):  
Sport Psychology ◽  
Big Five ◽  
Rasch Model ◽  
Rating Scales ◽  
Scale Structure ◽  
Psychological Aspects ◽  
Point Scale ◽  
Male Age ◽  
Big Five Model ◽  
Item Scale

Personality is one of the main psychological aspects that influence athletes performance in competition and one of the most studied subjects in sport psychology. We aimed to optimize item scales in a socialization test based on the big-five model, assessed by means of adjectives and administered to a sample of 225 athletes of both sexes, with 56.9% male. Age ranged from 14-45 years with a mean of 20 (SD = 5,21). Participants attended to basketball (11%), Football (21.8%), Handball (17.3%), Jiu-jitsu (10.2%), tennis (5.60) and Volleyball (16 %) sport modalities. The results indicated that the four point scale were the best item scale structure regarding validity evidences. Hence, this structure could be adopted in this scale aiming better socialization assessment in athletes.

Dysarthria Profiles in Adults With Hereditary Ataxia

2019 ◽  
Vol 28 (2S) ◽  
pp. 915-924 ◽  
Author(s):  
Kristie A. Spencer ◽  
Mallory Dawson
Keyword(s):  
Rating Scales ◽  
Feedforward Control ◽  
Hereditary Ataxia ◽  
Severity Rating ◽  
Visual Analog Scales ◽  
Speech Characteristics ◽  
Ataxic Dysarthria ◽  
Preliminary Study

Purpose This preliminary study examined whether speech profiles exist for adults with hereditary ataxia based on 2 competing frameworks: a pattern of instability/inflexibility or a pattern of differential subsystem involvement. Method Four dysarthria experts rated the speech samples of 8 adults with dysarthria from hereditary ataxia using visual analog scales and presence/severity rating scales of speech characteristics. Speaking tasks included diadochokinetics, sustained phonation, and a monologue. Results Speech profiles aligned with the instability/inflexibility framework, with the pattern of instability being the most common. Speech profiles did not emerge for the majority of speakers using the differential subsystem framework. Conclusions The findings extend previous research on pure ataxic dysarthria and suggest a possible framework for understanding the speech heterogeneity associated with the ataxias. The predominance of the instability profile is consistent with the notion of impaired feedforward control in speakers with cerebellar disruption.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

The Effect of Real-Time Feedback Using a Smartwatch on the Clinical Behavior of Novice Student Clinicians

2017 ◽  
Vol 2 (11) ◽  
pp. 79-90
Author(s):  
Courtney G. Scott ◽  
Trina M. Becker ◽  
Kenneth O. Simpson
Keyword(s):  
Real Time ◽  
Rating Scales ◽  
Qualitative Interviews ◽  
Communication Disorders ◽  
Preliminary Evidence ◽  
Single Subject ◽  
Clinical Behavior ◽  
Stimulus Response ◽  
Treatment Data ◽  
Computer Monitors

The use of computer monitors to provide technology-based written feedback during clinical sessions, referred to as “bug-in-the-eye” (BITi) feedback, recently emerged in the literature with preliminary evidence to support its effectiveness (Carmel, Villatte, Rosenthal, Chalker & Comtois, 2015; Weck et al., 2016). This investigation employed a single-subject, sequential A-B design with two participants to observe the effects of implementing BITi feedback using a smartwatch on the clinical behavior of student clinicians (SCs). Baseline and treatment data on the stimulus-response-consequence (S-R-C) contingency completion rates of SCs were collected using 10 minute segments of recorded therapy sessions. All participants were students enrolled in a clinical practicum experience in a communication disorders and sciences (CDS) program. A celeration line, descriptive statistics, and stability band were used to analyze the data by slope, trend, and variability. Results demonstrated a significant correlative relationship between BITi feedback with a smartwatch and an increase in positive clinical behaviors. Based on qualitative interviews and exit rating scales, SCs reported BITi feedback was noninvasive and minimally distracting. Preliminary evidence suggests BITi feedback with a smartwatch may be an effective tool for providing real-time clinical feedback.

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