scholarly journals Item Analysis of the Rasch Model Items in the Final Semester Exam Indonesian Language Lesson

2021 ◽  
Vol 12 (1) ◽  
pp. 15
Author(s):  
Nur Azizah ◽  
Muchlas Suseno ◽  
Bahrul Hayat
Keyword(s):  
Rasch Model ◽  
Quantitative Research ◽  
Item Analysis ◽  
Multiple Choice Questions ◽  
Modern Approach ◽  
Language Courses ◽  
The Subject ◽  
The Rasch Model ◽  
Descriptive Method

This study aims to analyze and describe the characteristics of the items for the Final Semester Examination for Indonesian Language courses at the PKN STAN official high school. The item analysis in this study was carried out with a modern approach (item response theory) using the Rasch model with Winstep software. This research is a quantitative research with descriptive method. The data was obtained through the documentation method, namely 25 multiple choice questions with 314 respondents. The results of the analysis show that the unidimensional requirements are not met. There are several items in the test that do not meet the local independence requirements, while the monotonicity requirements have been met. The ability of the subject on this test is greater than the level of difficulty of the questions indicated. The reliability of the test is generally satisfactory with the quality of the items and the consistency of the subject's answers are quite good. Persons or subjects who do not fit are 28 people, while items that are not fit are 5 items. There are 11 items indicated bias.

scholarly journals AN ANALYSIS OF STUDENTS READING FINAL EXAMINATION BY USING ITEM ANALYSIS PROGRAM ON ELEVENTH GRADE OF SMA NEGERI 8 MEDAN

2019 ◽  
Vol 1 (1) ◽  
pp. 13-19
Author(s):  
Dewi Manalu ◽  
Kammer Tuahman Sipayung ◽  
Febrika Dwi Lestari
Keyword(s):  
Quantitative Research ◽  
Item Analysis ◽  
Multiple Choice ◽  
Final Examination ◽  
Multiple Choice Questions ◽  
Discrimination Power ◽  
Reliability Level ◽  
The Subject ◽  
Program Version

The purpose of this study was to determine the quality of the reading final examination in SMA N8 Medan grade eleventh in terms of reliability, level difficulty, discrimination power and level of distractor. This research is qualitative-quantitative research. The subject of research are the grade XI of SMA N8 Medan. Data is analyzed by ANATES program version 4.0.9. The analysis shows that: (1) items of multiple choice question that can be said as valid are 14 items ( 56%), while the invalid items amounted to 11 items ( 44%). (2) Items mutiple choice question can said as reliable because it equal 0,90 so it can said reliable. (3) items of multiple choice questions that categorized easy are 3 items (12%), satisfactory category 7 ( 28%) difficult category 2 (8%) and the other calculate categorized very easy 3 items (12%) and very difficult 3 (12%). (4) items of multiple choice questions that categorized poor are 12 items (48%),average category are 2 items (8%), good items category 1 items (4%) and excellent items are 8 items (32%).

scholarly journals Math elementary school exam analysis based on the Rasch model

2019 ◽  
Vol 7 (2) ◽  
pp. 106-113
Author(s):  
Herwin Herwin ◽  
Andi Tenriawaru ◽  
Abdoulaye Fane
Keyword(s):  
Data Collection ◽  
Rasch Model ◽  
Quantitative Research ◽  
Information Value ◽  
Test Results ◽  
Category Test ◽  
The Subject ◽  
Data Collection Technique ◽  
The Rasch Model

This study aims to analyze the quality of mathematics exam tests in elementary schools using the Rasch model. This research is a type of descriptive quantitative research. The subject of this study were all items of School Examination Mathematical Questions in SDN Region III of Donri Donri Subdistrict, Soppeng Regency. The Mathematics Problem is 40 items. Besides that, in this study, 125 answer sheets from the participants were collected from 125 participants. The technique of data collection is done through documentation. This data collection technique is used to get a set of questions, answers, and a list of names of examinees. The data obtained were analyzed using the Rasch Model. The results showed that based on the Rash Model of 40 items on the mathematics exam 33 items (82.5%) were in a good category, while the other seven items (17.5%) were in a bad category. Test results indicate that the test information value is 13.8 on the ability scale -1.5 with a measurement error of 0.26. 

scholarly journals An item analysis according to the Rasch model of the German 12-item WHO Disability Assessment Schedule (WHODAS 2.0)

2021 ◽  
Author(s):  
Lusine Vaganian ◽  
Sonja Bussmann ◽  
Maren Boecker ◽  
Michael Kusch ◽  
Hildegard Labouvie ◽  
...  
Keyword(s):  
Cancer Patients ◽  
Rasch Model ◽  
Item Analysis ◽  
Classical Test Theory ◽  
Health Condition ◽  
Test Theory ◽  
World Health ◽  
Good Reliability ◽  
Whodas 2.0 ◽  
The Rasch Model

Abstract Purpose The World Health Organization Disability Assessent Schedule 2.0 (WHODAS 2.0) assesses disability in individuals irrespective of their health condition. Previous studies validated the usefulness of the WHODAS 2.0 using classical test theory. This study is the first investigating the psychometric properties of the 12-items WHODAS 2.0 in patients with cancer using item analysis according to the Rasch model. Methods In total, 350 cancer patients participated in the study. Rasch analysis of the 12-items version of the WHODAS 2.0 was conducted and included testing unidimensionality, local independence, and testing for differential item functioning (DIF) with regard to age, gender, type of cancer, presence of metastases, psycho-oncological support, and duration of disease. Results After accounting for local dependence, which was mainly found across items of the same WHODAS domain, satisfactory overall fit to the Rasch model was established (χ2 = 36.14, p = 0.07) with good reliability (PSI = 0.82) and unidimensionality of the scale. DIF was found for gender (testlet ‘Life activities’) and age (testlet ‘Getting around/Self-care’), but the size of DIF was not substantial. Conclusion Overall, the analysis results according to the Rasch model support the use of the WHODAS 2.0 12-item version as a measure of disability in cancer patients.

Development and Application of a Concept Test on the Subject of Stars

2020 ◽  
Author(s):  
Ebru EZBERCI-CEVIK ◽  
Mehmet Altan KURNAZ
Keyword(s):  
Quantitative Research ◽  
Quantitative Methods ◽  
Model Analysis ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
Schools Of Education ◽  
Test Items ◽  
Alpha Reliability ◽  
The Subject ◽  
The Mean

The aim of this study is to develop a concept test on the subject of stars that is suitable for model analysis and to evaluate the conformity of this model. The study was performed using a screening model, which is a type of quantitative research method. The study also tried to fill the gap in the existing literature regarding the use of quantitative methods. To develop the test, existing studies on stars were first examined; interviews with candidates who were teachers were conducted; and finally, necessary amendments to test items were made after referring to experts’ opinions. To assure its validity and reliability, the test was applied to a total of 175 candidates who were studying at schools of education in the departments of science teaching of three different universities to become teachers; all candidates took astronomy courses and were educated on the subject matter. The final form of the test comprised of 26 multiple-choice questions, each with 5 possible answers. The Cronbach’s alpha reliability coefficient of the test was calculated to be 0.735. In addition, the mean strength of the test was found to be 0.370 and the distinctiveness was found to be 0.390. Statistical analyses revealed that the concept test developed in this study is a valid and reliable test that conforms to the model analysis.

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 BUTIR SOAL UJIAN AKHIR SEMESTER MATA KULIAH PENGANTAR PENYUNTINGAN

2021 ◽  
Vol 6 (2) ◽  
pp. 203-212
Author(s):  
Santi Pratiwi T Utami ◽  
Imas Juidah ◽  
Eko Muharudin ◽  
Suhendi Syam ◽  
Ramadhan Kusuma Yuda ◽  
...  
Keyword(s):  
Quantitative Research ◽  
Validity And Reliability ◽  
Research Subjects ◽  
Final Exam ◽  
Discriminating Power ◽  
Quantitative Data Analysis ◽  
Level Of Difficulty ◽  
Academic Year ◽  
Descriptive Method

This study aims to describe the quality of the odd semester final exam items for the Introduction to Editing course for the 2020/2021 academic year at the Indonesian Literature Program, Universitas Negeri Semarang. This research is a quantitative research with descriptive method. The research subjects were 60 students. Data collection techniques were carried out by documenting. Quantitative data analysis based on level of difficulty, discriminating power, quality of distractors, validity, and reliability with 100 questions. The results of the analysis show that the quality of the odd semester final exam items in the Introduction to Editing course has a moderate level of difficulty, sufficient discriminating power, and very good distracting qualities. In addition, there are 68 valid items and 0.78 reliability in the high category. The conclusion of the study is that the odd semester final exam items for the Introduction to Editing subject need to be revised to improve the quality of the items.

scholarly journals Psychometric evaluation of the Interpersonal Needs Questionnaire (INQ) using item analysis according to the Rasch model

PLoS ONE ◽  
2020 ◽  
Vol 15 (8) ◽  
pp. e0232030
Author(s):  
Luz Dary Upegui-Arango ◽  
Thomas Forkmann ◽  
Tine Nielsen ◽  
Nina Hallensleben ◽  
Heide Glaesmer ◽  
...  
Keyword(s):  
Rasch Model ◽  
Item Analysis ◽  
Psychometric Evaluation ◽  
Interpersonal Needs ◽  
Interpersonal Needs Questionnaire ◽  
The Rasch Model

Current and future impact of technology on physiology education.

1998 ◽  
Vol 275 (6) ◽  
pp. S8 ◽  
Author(s):  
R G Carroll
Keyword(s):  
Cognitive Processes ◽  
Word Processing ◽  
Teaching And Learning ◽  
Item Analysis ◽  
Multiple Choice Questions ◽  
The World ◽  
Teaching Learning ◽  
Impact Of Technology ◽  
The Impact

There are at least three areas in which technology can impact education: teaching, learning, and assessment. Teaching, when viewed as communication of information, has been transformed by the technology revolution. Word processing, multimedia, distance learning, and access to the World Wide Web are some prominent examples. The impact of technology on learning, defined as knowledge or skill acquired by instruction or study, has been less dramatic, in part because of our limited understanding of cognitive processes. Some forms of assessment, the collection of evidence of learning, have benefited from technology, such as item analysis of multiple-choice questions. To be effective, the focus on instruction must start with the learner and, from there, consider what should be done to enhance learning. An emphasis on what is technologically appropriate, rather than what is technologically possible, will improve the quality of both teaching and learning.

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