scholarly journals Implementation of Item Response Theory at Final Exam Test in Physics Learning: Rasch Model Study

2021 ◽  
Author(s):  
AM Muh Asriadi ◽  
Samsul Hadi
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rasch Model ◽  
Response Theory ◽  
Final Exam ◽  
Physics Learning ◽  
Model Study

scholarly journals Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV)

2021 ◽  
Vol 12 (2) ◽  
pp. 399-412
Author(s):  
Adilla Desy Rizbudiani ◽  
Amat Jaedun ◽  
Abdul Rahim ◽  
Arief Nurrahman
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rasch Model ◽  
Linear Equations ◽  
Sampling Technique ◽  
System Of Linear Equations ◽  
Multiple Choice Questions ◽  
Response Theory ◽  
Final Exam ◽  
Test Items

A high-quality test has a balanced level of difficulty and can be completed by the respondent with their level of abilities. This study analyzed the test instrument used to measure students' mathematics abilities in the semester final exam on System of Linear Equations in Two-Variables. The purposive sampling technique was applied to select the respondent students (N=195). The test items were twenty multiple-choice questions. The researchers performed the data analysis using Rasch model Item Response Theory (IRT) approach with the QUEST program. The analysis revealed that the twenty items’ validity matched the Rasch model with a range of INFIT MNSQ values between 0.89 – 1.17. Items on the final semester exam can be used based on the estimated OUTFIT t-value less than equal to 2.00. The OUTFIT t analysis obtained nineteen qualified items and one unqualified item. 

Some Background for Item Response Theory and the Rasch Model

Rasch Models ◽  
1995 ◽  
pp. 3-14 ◽  
Author(s):  
Ivo W. Molenaar
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rasch Model ◽  
Response Theory ◽  
The Rasch Model

Reconsidering Focus Groups and Rasch Model Item Response Theory in Instrument Development

2016 ◽  
Vol 44 (2) ◽  
pp. 226-236
Author(s):  
Joseph R. Miles ◽  
Brent Mallinckrodt ◽  
Daniela A. Recabarren
Keyword(s):  
Item Response Theory ◽  
Focus Groups ◽  
Item Response ◽  
Instrument Development ◽  
Rasch Model ◽  
Response Theory

scholarly journals Equating of grades at basic and higher level of mathematics achievement

2010 ◽  
Vol 7 (2) ◽  
Author(s):  
Alenka Hauptman
Keyword(s):  
Item Response Theory ◽  
Mathematics Achievement ◽  
Item Response ◽  
Rasch Model ◽  
Response Theory ◽  
Selection Procedures ◽  
Common Scale ◽  
Grade Scale ◽  
Basic Level ◽  
Theory Framework

In Slovene General Matura, Mathematics is one of the compulsory subjects and it can be taken either at Basic or Higher Level of Achievement. Basic Level of Achievement is expressed by the classic five-grade scale from 1 to 5. Candidates at Higher Level of Achievement can get grades on scale from 1 to 8. Conversion of points into grades (i.e. getting points on tests and points at internal examination and then calculating those grades from the sum of points) on each Level is set independently, and we tried to find out if the same grade on each Level of Achievement corresponds to the same knowledge. Once grades are assigned they are used comparatively in selection procedures for admission to University. Both Basic and Higher Level in Mathematics include the same Part 1 of the exam. The second part of the exam (Part 2) is applied only to the Higher Level's candidates. Part 1 amounts to 80% of the total points at Basic Level, and 53.3% of total points at Higher Level. Higher Level's candidates get other 26.7% of points in Part 2. Oral part of the exam represents 20% of the grades at both Levels. In this paper we show discrepancy between knowledge within the same grades for candidates at Basic and Higher Level of Achievement on an example of a Mathematics exam from General Matura 2008. Rasch model within Item Response Theory framework was used to place item difficulties on common scale and the comparability of grade conversion on both Basic and Higher Level of Achievement was explored. The results show interesting differences in knowledge of candidates with the same grade at Basic and Higher Level of Achievement.

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 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 Assessment of Emotional Management ability: a Rasch Model Analysis of the brief Situational Test of Emotional Management (STEM-B)

2018 ◽  
Author(s):  
Carolina da Motta ◽  
Célia Barreto Carvalho ◽  
Paula Castilho ◽  
Michele T. Pato
Keyword(s):  
Item Response Theory ◽  
General Population ◽  
Psychometric Properties ◽  
Item Response ◽  
Rasch Model ◽  
Response Theory ◽  
Emotional Management ◽  
Portuguese Version ◽  
Management Ability ◽  
Situational Test

The current study aimed to explore the psychometric properties of the Portuguese version of the brief Situational Test of Emotional Management (STEM-B) using Item Response Theory (Rasch Model) in a sample of 899 participants from the general population.

An Application of Item Response Theory and the Rasch Model in Speech Recognition Test Materials

2016 ◽  
Vol 25 (2) ◽  
pp. 142-152 ◽  
Author(s):  
Iris H.-Y. Ng ◽  
Kathy Y. S. Lee ◽  
Joffee H. S. Lam ◽  
C. Andrew van Hasselt ◽  
Michael C. F. Tong
Keyword(s):  
Speech Recognition ◽  
Item Response Theory ◽  
Item Response ◽  
Recognition Test ◽  
Rasch Model ◽  
Response Theory ◽  
Hearing Sensitivity ◽  
Test Items ◽  
Test Materials ◽  
The Rasch Model

Purpose The purpose of this study was to describe an attempt to apply item-response theory (IRT) and the Rasch model to construction of speech-recognition tests. A set of word-recognition test items applicable to children as young as 3 years old—with any level of hearing sensitivity, with or without using hearing devices—was developed. Method Test items were constructed through expert consultation and by reference to some established language corpora, validated with 121 participants with various degrees of hearing loss and 255 with typical hearing. IRT and the Rasch model were applied to evaluate item quality. Results Eighty disyllabic word items were selected in accordance with IRT. The speech-recognition abilities of the 376 young participants are reported. The IRT analyses on this set of data are also discussed. Conclusions A new set of speech-recognition test materials in Cantonese Chinese has been developed. Construction of short equivalent lists may be performed in accordance with IRT item qualities. Clinical applications of this test tool in the particular language population are discussed.

scholarly journals Analisa Penilaian Soal Fisika Menggunakan Model Rasch Dengan Program R

2020 ◽  
Vol 3 (2) ◽  
pp. 46-52
Author(s):  
Made Rai Suci Shanti Nurani Ayub ◽  
Edi Istiyono ◽  
Sudji Munadi ◽  
Cahyo Permadi ◽  
Alvama Pattiserlihun ◽  
...  
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rasch Model ◽  
Response Theory

Penilaian hasil pembelajaran dibutuhkan untuk membuat keputusan dalam pembelajaran. Banyak pengajar mengabaikan cara penilaian hasil belajar, dengan soal-soal yang tidak mencerminkan kemampuan siswa. Penelitian ini memberikan sebuah contoh cara menganalisa soal Fisika yang digunakan untuk mengukur kemampuan siswa dengan tepat. Banyak tehnik penilaian sudah dikembangkan untuk menilai pencapaian kompetensi hasil belajar siswa. Analisa teori respon butir atau Item Response Theory (IRT) merupakan salah satu analisa yang dapat digunakan untuk melihat ketepatan soal. Penelitian ini akan menggunakan pendekatan model Rasch. Model Rasch mengacu pada tingkat kesulitan butir soal (b) tiap item soal, dan daya beda butir soal (a) yang sama untuk seluruh item soal. Analisa butir soal menggunakan 16 butir soal Fisika pada media pembelajaran Fun Frame in Physics (FFP). Butir soal diujikan kepada 99 siswa SMP dan dianalisa menggunakan program R, dengan hasil daya beda butir soal (a) sebesar 0,815 ,  tingkat kesulitan butir rata-rata (brata2) -0,331 dengan standar deviasi 1,232552. Hasil pengkategorian soal didapatkan, soal dikatakan sangat sulit jika  b > 0,902, soal dikatakan sulit jika  -0,331 < b < 0,902, soal dikatakan mudah jika -1,564 < b < -0,331 dan soal dikatakan sangat mudah jika b < -1,564. Kesimpulan tigkat kesulitan soal FFP adalah  25% soal sangat mudah, 37,5% soal mudah, 12,5% soal sulit, dan 25% soal sangat sulit.  Karakeristik butir soal ditampilkan juga dalam bentuk fungsi informasi.Grafik fungsi informasi butir menunjukkankan bahwa gambaran karakteristik soal yang dibangun dari respon siswa terlihat mampu menggambaran kemampuan siswa, tercermin melalui nilai informasi tertinggi untuk tiap soal.

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