Validity and Reliability of Digital Games-Featured Instrument Towards Critical Thinking Using the Rasch Model Measurement

2017 ◽  
Author(s):  
Mad Noor MadJapuni ◽  
Jamalludin Harun
Keyword(s):  
Critical Thinking ◽  
Rasch Model ◽  
Digital Games ◽  
Validity And Reliability ◽  
The Rasch Model ◽  
Model Measurement

scholarly journals Evaluation of Hajj Instrument (HAJI) Psychometric Properties Using Rasch Measurement

2016 ◽  
Vol 12 (8) ◽  
pp. 212
Author(s):  
Muhammad Iqbal Tariq Idris ◽  
Abdul Hafidz Omar ◽  
Dayang Hjh Tiawa Awang Hj Hamid ◽  
Fahmi Bahri Sulaiman
Keyword(s):  
Physical Activity ◽  
Psychometric Properties ◽  
Healthy Eating ◽  
Rasch Model ◽  
Rasch Measurement ◽  
Mental Toughness ◽  
Validity And Reliability ◽  
Item Fit ◽  
The Rasch Model ◽  
Physical Care

<p>Hajj Instrument (HAJI) was developed to determine hajj pilgrim’s wellness. This study used Rasch measurement to evaluate the psychometric properties including validity and reliability of the HAJI. The respondents involved in this study were 300 comprised of Malaysian hajj pilgrims. HAJI consists of eight constructs namely physical care, physical activity, healthy eating, knowledge, mental toughness, intrapersonal, interpersonal and relationship with Creator and natures. Validity of each construct and content was determined through dimensionality, item fit and item polarity while the reliability was achieved by administered person and item separation. The results showed that the reliability for both item and person were 0.99 and 0.96 respectively. Besides, there were no items need to be dropped based on PTMEA CORR and INFIT MNSQ results. The study revealed that the items of HAJI fit the Rasch model as well as able to measure hajj pilgrim’s wellness. </p>

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 The direction of the response scale matters – accounting for the unit of measurement

2019 ◽  
Vol 53 (5) ◽  
pp. 871-891
Author(s):  
Thomas Salzberger ◽  
Monika Koller
Keyword(s):  
Rasch Model ◽  
Measurement Theory ◽  
Measurement Precision ◽  
Spatial Proximity ◽  
Validity And Reliability ◽  
Measurement Instruments ◽  
Response Scale ◽  
Content Type ◽  
Unit Of Measurement ◽  
The Rasch Model

Purpose Psychometric analyses of self-administered questionnaire data tend to focus on items and instruments as a whole. The purpose of this paper is to investigate the functioning of the response scale and its impact on measurement precision. In terms of the response scale direction, existing evidence is mixed and inconclusive. Design/methodology/approach Three experiments are conducted to examine the functioning of response scales of different direction, ranging from agree to disagree versus from disagree to agree. The response scale direction effect is exemplified by two different latent constructs by applying the Rasch model for measurement. Findings The agree-to-disagree format generally performs better than the disagree-to-agree variant with spatial proximity between the statement and the agree-pole of the scale appearing to drive the effect. The difference is essentially related to the unit of measurement. Research limitations/implications A careful investigation of the functioning of the response scale should be part of every psychometric assessment. The framework of Rasch measurement theory offers unique opportunities in this regard. Practical implications Besides content, validity and reliability, academics and practitioners utilising published measurement instruments are advised to consider any evidence on the response scale functioning that is available. Originality/value The study exemplifies the application of the Rasch model to assess measurement precision as a function of the design of the response scale. The methodology raises the awareness for the unit of measurement, which typically remains hidden.

scholarly journals A Competency-Based Approach to Pass/Fail Decisions: An Observational Study

2021 ◽  
Author(s):  
Nazdar E. Alkhateeb ◽  
Ali Al-Dabbagh ◽  
Yaseen Mohammed ◽  
Mohammed Ibrahim
Keyword(s):  
Observational Study ◽  
Rasch Model ◽  
Standard Setting ◽  
Careful Consideration ◽  
Validity And Reliability ◽  
High Stakes ◽  
High Stakes Assessment ◽  
Sufficient Degree ◽  
Competency Based ◽  
The Rasch Model

Any high-stakes assessment that leads to an important decision requires careful consideration in determining whether a student passes or fails. Despite the implementation of many standard-setting methods in clinical examinations, concerns remain about the reliability of pass/fail decisions in high stakes assessment, especially clinical assessment. This observational study proposes a defensible pass/fail decision based on the number of failed competencies. In the study conducted in Erbil, Iraq, in June 2018, results were obtained for 150 medical students on their final objective structured clinical examination. Cutoff scores and pass/fail decisions were calculated using the modified Angoff, borderline, borderline-regression, and holistic methods. The results were compared with each other and with a new competency method using Cohen’s kappa. Rasch analysis was used to compare the consistency of competency data with Rasch model estimates. The competency method resulted in 40 (26.7%) students failing, compared with 76 (50.6%), 37 (24.6%), 35 (23.3%), and 13 (8%) for the modified Angoff, borderline, borderline regression, and holistic methods, respectively. The competency method demonstrated a sufficient degree of fit to the Rasch model (mean outfit and infit statistics of 0.961 and 0.960, respectively). In conclusion, the competency method was more stringent in determining pass/fail, compared with other standard-setting methods, except for the modified Angoff method. The fit of competency data to the Rasch model provides evidence for the validity and reliability of pass/fail decisions.

Validity and Reliability of an Arabic Modified Version of the Otis-Lennon Mental Ability Test

1997 ◽  
Vol 80 (3) ◽  
pp. 947-954 ◽  
Author(s):  
Abdelfattah I. Elkorashy
Keyword(s):  
Secondary School ◽  
Rasch Model ◽  
Classical Model ◽  
Mental Ability ◽  
Validity And Reliability ◽  
Ability Test ◽  
Arab Culture ◽  
The Rasch Model ◽  
Adequate Evidence

An Arabic modified version of the Otis-Lennon Mental Ability Test was administered to 400 boys and girls in secondary school. Their ages ranged from 15 to 23 years ( M = 16.2 yr., SD = 1.4). The validity and reliability of the test were estimated according to the classical model and the Rasch model and adequate evidence of validity and reliability were obtained, supporting the efficiency and the suitability of the test as a measure of mental ability in the Arab culture.

scholarly journals Critical Thinking Skills and Scientific Attitudes of Pre-Service Chemistry Teachers Through the Implementation of Problem-Based Learning Model

2022 ◽  
Vol 8 (1) ◽  
pp. 216-221
Author(s):  
Dwi Wahyudiati
Keyword(s):  
Critical Thinking ◽  
Rasch Model ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Chemistry Teachers ◽  
Scientific Investigations ◽  
Scientific Attitudes ◽  
The Rasch Model

This study aims to determine the effect of applying problem-based learning models on critical thinking skills and scientific attitudes of pre-service chemistry teachers in Basic Chemistry 1. This quasi-experimental research uses pre-test and post-test through an unequal control group design. This research has been carried out for 3 months from September-November in 2021 on pre-service chemistry teachers. The data were analyzed using Hotelling's T2 test and the Rasch model. Empirical evidence shows that based on Hotelling's T2 test results obtained a significance value of 0.001 < (0.05) with a partial eta squared value of 0.28 which means Ha is accepted. So, it can be concluded that there is a contribution of problem-based learning models on critical thinking skills and scientific attitudes of students with the contribution of 28%. Another finding also shows that based on the results of the Rasch model test, it shows that in the experimental class the indicators of critical thinking skills and scientific attitudes are mostly possessed the ability to synthesize attitudes towards scientific investigations. The indicators of critical thinking skills and scientific attitudes are least possessed the ability to analyze and chemistry learning experiences. The conclusions of this study include there is a significant effect of the application of the PBL model on students' critical thinking skills and scientific attitudes with a model contribution of 28%, as well as critical thinking skills and scientific attitudes that most students have in the experimental class are analytical skills and attitudes towards scientific investigations.

scholarly journals Evaluating Construct Validity and Reliability of Intention to Transfer Training Conduct Instrument Using Rasch Model Analysis

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Shaliza Shafie ◽  
Faizah Abd Majid ◽  
Teoh Sian Hoon ◽  
Siti Maftuhah Damio
Keyword(s):  
Construct Validity ◽  
Rasch Model ◽  
Mean Square ◽  
Validity And Reliability ◽  
Self Assessment ◽  
New Instrument ◽  
Transfer Training ◽  
Point Measure ◽  
The Impact ◽  
The Rasch Model

The impact of the Industry Revolution 4.0 (IR4.0) in the workplace requires organisations to ensure clerical employees can effectively transfer their newly acquired knowledge and skills learned in training back into the workplace. Hence, an instrument is required to identify factors influencing the intention to transfer training conduct amongst clerical employees. Thus, this paper presents the evaluation of construct validity and reliability of the new instrument to confirm its objectivity and clarity in measuring the constructs under study as intended. This four-point Likert-type scale instrument consists of 72 self-assessment items that represent 12 constructs. The Rasch Model was then employed to analyse the construct validity and reliability by evaluating the suitability of items in the respective constructs on the instrument. The item and person reliability and strata indices, point-measure correlation, and outfit mean square values were examined. The analysis found that three constructs in the item and person reliability index and eight constructs in the item and person reliability strata index were low but adequate and met the Rasch Model measurement acceptable level. Meanwhile, point-measure correlation values for all constructs fulfilled the criteria. Finally, the outfit mean square values established that 65 items in the constructs were found to be fit, whereas seven items were misfits which require improvement. Subsequently, the seven misfit items were improved as the item and person reliability values could be increased, thus the items were retained. Thereafter, the instrument was ready to be used for data collection in the actual study.

The French CAT

1995 ◽  
Vol 18 (1) ◽  
pp. 52-68
Author(s):  
Jack L. Burston ◽  
Jeannette Harfouch ◽  
Monique Monville-Burston
Keyword(s):  
Rasch Model ◽  
Individual Student ◽  
First Year ◽  
Short Term ◽  
Actual Distribution ◽  
Computer Adaptive Test ◽  
Linguistic Ability ◽  
Course Placement ◽  
The Rasch Model ◽  
Model Measurement

This paper investigates the empirical validity of the Monash-Melbourne computer adaptive test for French (French CAT), a single parameter Rasch model measurement of underlying morphosyntactic proficiency. It focuses, in particular, on the accuracy of the French CAT as a tool for streaming incoming university students into three levels of a first year (post high school) French course. Psychometric ability estimations of the Rasch model are compared against instructors’ assessment of students’ overall linguistic competence. A comparison is also made between the theoretical confidence interval of predicted abilities and the actual distribution of testee scores. Finally, individual student French CAT scores are correlated with end-of-semester language examination results. In all instances, Item Response Theory, upon which the French CAT is based, is shown to provide a highly valid means of determining linguistic ability for the purposes of course placement. Moreover, given the significant correlation between initial streaming and end-of-semester results, the French CAT is also demonstrated to be a good predictor of short-term achievement.

scholarly journals Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Erfan ◽  
Mohammad Archi Maulyda ◽  
Ida Ermiana ◽  
Vivi Rachmatul Hidayati ◽  
Arif Widodo
Keyword(s):  
Elementary School ◽  
Rasch Model ◽  
Reliability Index ◽  
School Teacher ◽  
Curriculum Study ◽  
School Curriculum ◽  
School Level ◽  
Validity And Reliability ◽  
The Subject ◽  
The Rasch Model

The instrument for measuring knowledge in the subject of Elementary School Curriculum Study and Development has been created to measure students' understanding of teacher candidates in applying concepts, implications and curriculum development at the elementary school level. In order to make reliable and feasible instrument for measuring students knowledge in the subject of Elementary School Curriculum Study and Development, this study aims to produce empirical evidence about the validity and reliability of test instruments using the Rasch model analysis. The study was conducted by testing 20 items on 142 elementary school teacher candidate at one of the State Universities in the City of Mataram, West Nusa Tenggara. The validity and reliability of the instrument were measured by the Rasch analysis model using the Winstep program. The one-dimensional testing of 20 items has a variance measured at 42.7% which exceeds the minimum points of 40.0% desired by the Rasch model. The reliability index of the respondents was 0.65 and the item reliability index was 0.98. All items show a positive value for Point Measure Correlation (PMC) in terms of item polarity which means there is no conflict between the item and the construct being measured. Outfit Mean Square value also shows that all items that almost all items have an MNSQ Outfit value smaller than 1.5 which means the measurement value can be said to be productive except for item 13 (3.77) and item 16 (3.77). Both of these items need to be re-examined because they have problems in measuring their validity. The results of this study have proven that the knowledge measurement test instrument in the Elementary School Curriculum Study and Development course has validity and reliability values that meet and are empirically feasible to be used in measuring Basic School Curriculum Study and Development knowledge for prospective teacher students.

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