scholarly journals The Psychometric Characteristic of the Taekwondo Electronic Protector Cognition Scale: The Application of the Rasch Model

2020 ◽  
Vol 17 (10) ◽  
pp. 3684
Author(s):  
Eun-Hyung Cho ◽  
Chang-Yong Jang ◽  
Yi-Sub Kwak ◽  
Eung-Joon Kim
Keyword(s):  
Item Response ◽  
Rasch Model ◽  
Goodness Of Fit ◽  
Data Sets ◽  
Input Output ◽  
Psychometric Characteristics ◽  
Item Level ◽  
Level Of Difficulty ◽  
The Rasch Model ◽  
Cognition Scale

This research was to investigate the psychometric characteristics of the electronic protector cognition scale by the infit and outfit of taekwondo athletes. Participants were 216 athletes (male = 109; female = 117) from 19 countries competed at the 19th Taekwondo World Championships. The electronic protector cognition scale consisting of 24-item with four subscales was utilized. The electronic protector cognition scale used a five-point Likert grading with 1 (not at all) to 5 (very likely). Analysis using IBM SPSS STATISTICS version 23 (IBM SPSS, Inc., Chicago, IL, USA) was conducted for the 226 data sets collected. WINSTEPS 3.74 (Linacre, 2015) was used for calculating subject reliability, item goodness-of-fit, scale propriety, and item level of difficulty, in order to apply the item response theory to the psychometric characteristics of electronic protectors. The research results showed that it was suitable for subject infit/outfit in taekwondo electronic protector cognition scale as 1.00~1.01 and the input/output of taekwondo electronic protector cognition scale as 1.00~1.01. Secondly, five-point scales were reviewed to be suitable for scale propriety, resulting from stage index judgment. Thirdly, 8 items showed problems in item goodness-of-fit. Finally, scale propriety was reported to be suitable considering the ability distribution of taekwondo players and the level of scale difficulty.

Estimation for the Rasch Model When Both Ability and Difficulty Parameters Are Random

1987 ◽  
Vol 12 (1) ◽  
pp. 76-86 ◽  
Author(s):  
Steven E. Rigdon ◽  
Robert K. Tsutakawa
Keyword(s):  
Item Response ◽  
Rasch Model ◽  
Simulated Data ◽  
Maximum Likelihood Estimates ◽  
Data Sets ◽  
Item Response Model ◽  
Item Parameters ◽  
The Em Algorithm ◽  
Simulated Data Sets ◽  
The Rasch Model

Estimation of the parameters of the Rasch model, a one-parameter item response model, is considered when both the item parameters and the ability parameters are considered random quantities. It is assumed that the item parameters are drawn from a N(γ, τ2) distribution, and the abilities are drawn from a N(0, σ2) distribution. A variation of the EM algorithm is used to find approximate maximum likelihood estimates of γ, τ, and σ. A second approach assumes that the difficulty parameters are drawn from a uniform distribution over part of the real line. Real and simulated data sets are discussed for illustration.

scholarly journals THE CHARACTERISTIC OF ISLAMIC RELIGION AND CHARACTER EDUCATION TEST USING RASCH MODEL

2018 ◽  
Vol 8 (2) ◽  
pp. 372
Author(s):  
Untung Desy Purnamasari ◽  
Samsul Hadi ◽  
Edi Istiyono
Keyword(s):  
Data Analysis ◽  
Character Education ◽  
Item Response ◽  
Rasch Model ◽  
Vocational High School ◽  
Research Subjects ◽  
Descriptive Research ◽  
Islamic Religion ◽  
Level Of Difficulty ◽  
The Rasch Model

Islamic religion and character education is education that provides knowledge and shapes the attitudes, personality, and skills of students in practicing Islamic teachings. To test and assess students' understanding of Islamic religion and character education subjects, a test is held. This study aims to describe the characteristics of the final semester examination on Islamic religion and character education based subject on item response theory. This research was explorative descriptive research. The research subjects were class X students in State Vocational High School 1 Depok taken the final semester examination on subjects of Islamic religion and character education. The object of the research was the question device and all student answer sheets. Data analysis used the Rasch model with Program R in describing good grain characteristics based on the level of difficulty. The results of the analysis showed that from the level of difficulty, there were 26 items from 50 items that must be revised. So, tests of Islamic religion character education need to be evaluated to get a test that meets the requirements and can measure students' abilities.

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 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.

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