Relevant bibliographies by topics / Multifaceted Rasch measurement

Academic literature on the topic 'Multifaceted Rasch measurement'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Multifaceted Rasch measurement"

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Kinsey E. Edwards, Andrew S. Edwards, and Brian C. Wesolowski. "Validation of a String Performance Rubric Using the Multifaceted Rasch Measurement Model." Bulletin of the Council for Research in Music Education, no. 215 (2018): 7. http://dx.doi.org/10.5406/bulcouresmusedu.215.0007.

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Hsieh, Mingchuan. "An application of Multifaceted Rasch measurement in the Yes/No Angoff standard setting procedure." Language Testing 30, no. 4 (March 21, 2013): 491–512. http://dx.doi.org/10.1177/0265532213476259.

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Park, Kang-Hyun, Ickpyo Hong, and Ji-Hyuk Park. "Development and Validation of the Yonsei Lifestyle Profile-Satisfaction (YLP-S) Using the Rasch Measurement Model." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 58 (January 2021): 004695802110176. http://dx.doi.org/10.1177/00469580211017639.

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Lifestyle plays an important role in determining health and vitality among older adults. However, there is limited evidence regarding lifestyle assessment. This study examined the psychometric properties of the Yonsei Lifestyle Profile-Satisfaction (YLP-S). The participants in the study included 156 older adults. Rasch analysis was used to test unidimensionality, fit statistics, and the precision of the YLP-S. The YLP-S demonstrated a unidimensional measurement construct, and 18 items fit the Rasch model. The YLP-S illustrated reasonable precision (person strata = 5.37). Only 4 items showed differential item functioning by sex or age groups. The findings indicate that the YLP-S demonstrated sound internal validity and can be used by health professionals to measure the multifaceted lifestyle of older adults.
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Wind, Stefanie A., and Eli Jones. "Not Just Generalizability: A Case for Multifaceted Latent Trait Models in Teacher Observation Systems." Educational Researcher 48, no. 8 (September 12, 2019): 521–33. http://dx.doi.org/10.3102/0013189x19874084.

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Teacher evaluation systems often include classroom observations in which raters use rating scales to evaluate teachers’ effectiveness. Recently, researchers have promoted the use of multifaceted approaches to investigating reliability using Generalizability theory, instead of rater reliability statistics. Generalizability theory allows analysts to quantify the contribution of multiple sources of variance (e.g., raters and tasks) to measurement error. We used data from a teacher evaluation system to illustrate another multifaceted approach that provides additional indicators of the quality of observational systems. We show how analysts can use Many-Facet Rasch models to identify and control for differences in rater severity, identify idiosyncratic ratings associated with various facets, and evaluate rating scale functioning. We discuss implications for research and practice in teacher evaluation.
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Edwards, Andrew S., Kinsey E. Edwards, and Brian C. Wesolowski. "The psychometric evaluation of a wind band performance rubric using the Multifaceted Rasch Partial Credit Measurement Model." Research Studies in Music Education 41, no. 3 (April 24, 2019): 343–67. http://dx.doi.org/10.1177/1321103x18773103.

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The purpose of this study was to develop a valid and reliable rubric to be used for the evaluation of large ensemble wind band performances. The guiding questions for this study were: (a) what are the psychometric qualities (i.e., reliability and validity) of the scale developed to assess wind band ensemble performance at the high school level? (b) how do the items fit the model and vary in difficulty? (c) how does the structure of the rating scale vary across individual items? and (d) how can the rating scale be transferred into an informative rubric? The primary data analysis tool used in this study was the Multifaceted Rasch Partial Credit Measurement Model. Music content experts ( N = 20) were solicited to evaluate 40 wind band performances, each evaluator listening to four. A 4-point Likert-type rating scale (e.g., Strongly Agree, Agree, Disagree, and Strongly Disagree) was used to evaluate each recorded performance. Results indicated good model data fit and resulted in a final rubric containing 24 items ranging from two to four performance categories. Implications for classroom teaching and consequential validity are discussed.
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Wesolowski, Brian C., Ross M. Amend, Thomas S. Barnstead, Andrew S. Edwards, Matthew Everhart, Quentin R. Goins, Robert J. Grogan, et al. "The Development of a Secondary-Level Solo Wind Instrument Performance Rubric Using the Multifaceted Rasch Partial Credit Measurement Model." Journal of Research in Music Education 65, no. 1 (March 1, 2017): 95–119. http://dx.doi.org/10.1177/0022429417694873.

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The purpose of this study was to describe the development of a valid and reliable rubric to assess secondary-level solo instrumental music performance based on principles of invariant measurement. The research questions that guided this study included (1) What is the psychometric quality (i.e., validity, reliability, and precision) of a scale developed to assess secondary-level solo music performance? (2) Do the proposed items fit the measurement model, and if so, how do the items vary in difficulty? and (3) How does the structure of the rating scale vary across individual items? The psychometric considerations in this study included calibrations of items, persons, raters, school level, musical instrument, and rating scale structure using the Multifaceted Rasch Partial Credit Measurement Model. A 13-member cohort of music content experts participated as raters in this study. A total of 75 video performances of secondary-level solo and ensemble performances were evaluated. The result was the development of the Music Performance Rubric for Secondary-Level Instrumental Solos (MPR-2L-INSTSOLO), a 30-item rubric consisting of rating scale categories ranging from two to four performance criteria. Implications for consequential validity, rater training, standard setting, and benchmarking are discussed.
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Ahmadi Shirazi, Masoumeh. "For a Greater Good: Bias Analysis in Writing Assessment." SAGE Open 9, no. 1 (January 2019): 215824401882237. http://dx.doi.org/10.1177/2158244018822377.

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Threats to construct validity should be reduced to a minimum. If true, sources of bias, namely raters, items, tests as well as gender, age, race, language background, culture, and socio-economic status need to be spotted and removed. This study investigates raters’ experience, language background, and the choice of essay prompt as potential sources of biases. Eight raters, four native English speakers and four Persian L1 speakers of English as a Foreign Language (EFL), scored 40 essays on one general and one field-specific topic. The raters assessed these essays based on Test of English as a Foreign Language (TOEFL) holistic and International English Language Testing System (IELTS) analytic band scores. Multifaceted Rasch Measurement (MFRM) was run to find extant biases. In spite of not finding statistically significant biases, several interesting results emerged illustrating the influence of construct-irrelevant factors such as raters’ experience, L1, and educational background. Further research is warranted to investigate these factors as potential sources of rater bias.
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Wesolowski, Brian C. "Exploring rater cognition: A typology of raters in the context of music performance assessment." Psychology of Music 45, no. 3 (September 16, 2016): 375–99. http://dx.doi.org/10.1177/0305735616665004.

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This manuscript sought to investigate rater cognition by exploring rater types based upon differential severity and leniency associated with rating scale items, rating scale category functioning, and dimensions of music performance assessment. The purpose of this study was to empirically identify typologies of operational raters based upon systematic differential severity indices in the context of large ensemble music performance assessment. A rater cognition information-processing model was explored based upon two frameworks: a framework for scoring and a framework for audition. Rater scoring behavior was examined using a framework for scoring, where raters’ mental processes compare auditory images to the scoring criteria used to generate a scoring decision. The scoring decisions were evaluated using the Multifaceted Rasch Partial Credit Measurement Model. A rater typology was then examined under the framework of audition, where similar schemata were defined through raters’ clustering of differential severity indices related to items and compared across performance dimensions. The results provided three distinct rater-types: (a) the syntactical rater; (b) the expressive rater; and (c) the mental representation rater. Implications for fairness and precision in the assessment process are discussed as well as considerations for validity of scoring processes.
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Révész, Andrea. "TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT." Studies in Second Language Acquisition 31, no. 3 (September 2009): 437–70. http://dx.doi.org/10.1017/s0272263109090366.

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Tasks have received increased attention in SLA research for the past decade, as has the role of focus on form. However, few empirical studies have investigated the relationship among tasks, focus-on-form techniques, and second language (L2) learning outcomes. To help address this gap, the present study examined how the task variable +/− contextual support combined with the focus-on-form technique known as recasting affects L2 morphosyntactic development. The participants were 90 adult learners of English as a foreign language, randomly assigned to one of five groups: four comparison groups and a control group. The comparison groups differed as to (a) whether they received recasts while describing photos and (b) whether they could see the photos while describing them. The control group only participated in the testing sessions. A pretest-posttest-delayed posttest design was employed to detect any improvement in participants’ ability to use the linguistic target, which was the past progressive form. Results from multifaceted Rasch measurement yielded two main findings. First, learners who received recasts but did not view photos outperformed learners who received recasts while viewing photos. Second, the group that viewed photos but did not receive recasts achieved greater L2 gains than the group who neither viewed photos nor received recasts.
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Han, Chao. "Investigating rater severity/leniency in interpreter performance testing." Interpreting. International Journal of Research and Practice in Interpreting 17, no. 2 (September 3, 2015): 255–83. http://dx.doi.org/10.1075/intp.17.2.05han.

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Rater-mediated performance assessment (RMPA) is a critical component of interpreter certification testing systems worldwide. Given the acknowledged rater variability in RMPA and the high-stakes nature of certification testing, it is crucial to ensure rater reliability in interpreter certification performance testing (ICPT). However, a review of current ICPT practice indicates that rigorous research on rater reliability is lacking. Against this background, the present study reports on use of multifaceted Rasch measurement (MFRM) to identify the degree of severity/leniency in different raters’ assessments of simultaneous interpretations (SIs) by 32 interpreters in an experimental setting. Nine raters specifically trained for the purpose were asked to evaluate four English-to-Chinese SIs by each of the interpreters, using three 8-point rating scales (information content, fluency, expression). The source texts differed in speed and in the speaker’s accent (native vs non-native). Rater-generated scores were then subjected to MFRM analysis, using the FACETS program. The following general trends emerged: 1) homogeneity statistics showed that not all raters were equally severe overall; and 2) bias analyses showed that a relatively large proportion of the raters had significantly biased interactions with the interpreters and the assessment criteria. Implications for practical rating arrangements in ICPT, and for rater training, are discussed.
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Book chapters on the topic "Multifaceted Rasch measurement"

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Boone, William J., John R. Staver, and Melissa S. Yale. "Multifaceted Rasch Measurement." In Rasch Analysis in the Human Sciences, 423–48. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6857-4_20.

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Koizumi, Rie, Yo In’nami, and Makoto Fukazawa. "Multifaceted Rasch Analysis of Paired Oral Tasks for Japanese Learners of English." In Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings, 89–106. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1687-5_6.

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