Journal articles: 'Rasch model analysis'

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Halimah, Nur, Gatot Subroto, and Nana Raihana Askurny. "Students' Reading Anxiety: A Rasch Model Analysis." Journal of Language, Literature, and English Teaching (JULIET) 2, no. 2 (September 13, 2021): 32–39. http://dx.doi.org/10.31629/juliet.v2i2.3659.

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The aim of this study is to determine the instrument and the students’ responses of reading anxiety. The approach of this research is qualitative descriptive. The gathered data were analyzed qualitatively by using Rasch Model. A questionnaire was used as an instrument to get the data. 14 female students of SMP Islam De Green Camp were involved in this research. The FLRAS by Horwitz et al was used to create a questionnaire that contained 20 items. The study showed that the quality of the instrument and the students’ responses were not good enough to be used due to their small amount. Therefore, teachers must choose and creates a good instrument to know their students’ responses about reading anxiety. Then, students are recommended to read more English texts to minimize their reading anxiety.

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Lohgheswary, N., S. Salmaliza, and H. Othman. "Transferring Raw Data for Rasch Model Analysis." Journal of Engineering and Applied Sciences 14, no. 21 (October 31, 2019): 7846–52. http://dx.doi.org/10.36478/jeasci.2019.7846.7852.

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Herwin, Herwin, Andi Tenriawaru, and Abdoulaye Fane. "Math elementary school exam analysis based on the Rasch model." Jurnal Prima Edukasia 7, no. 2 (July 29, 2019): 106–13. http://dx.doi.org/10.21831/jpe.v7i2.24450.

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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.

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Lidinillah, Dindin Abdul Muiz, Mila Aprilia, Dodi Suryana, and Aslina Binti Ahmad. "Development of Creativity Instrument through Rasch Model Analysis." Universal Journal of Educational Research 8, no. 4 (April 2020): 1620–27. http://dx.doi.org/10.13189/ujer.2020.080455.

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Sasmoko, B. S. Abbas, Y. Indrianti, and S. A. Widhoyoko. "Indonesian teacher engagement index: a rasch model analysis." IOP Conference Series: Materials Science and Engineering 296 (January 2018): 012027. http://dx.doi.org/10.1088/1757-899x/296/1/012027.

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Drouin, Michelle, Sherri L. Horner, and Toni A. Sondergeld. "Alphabet knowledge in preschool: A Rasch model analysis." Early Childhood Research Quarterly 27, no. 3 (July 2012): 543–54. http://dx.doi.org/10.1016/j.ecresq.2011.12.008.

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Baghaei, Purya, Hamdollah Ravand, and Mahsa Nadri. "Is the d2 Test of Attention Rasch Scalable? Analysis With the Rasch Poisson Counts Model." Perceptual and Motor Skills 126, no. 1 (November 30, 2018): 70–86. http://dx.doi.org/10.1177/0031512518812183.

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The d2 test is a cancellation test to measure attention, visual scanning, and processing speed. It is the most frequently used test of attention in Europe. Although it has been validated using factor analytic techniques and correlational analyses, its fit to item response theory models has not been examined. We evaluated the fit of the d2 test to the Rasch Poisson Counts Model (RPCM) by examining the fit of six different scoring techniques. Only two scoring techniques—concentration performance scores and total number of characters canceled—fit the RPCM. The individual items fit the RPCM, with negligible differential item functioning across sex. Graphical model check and likelihood ratio test confirmed the overall fit of the two scoring techniques to RPCM.

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Al Ali, Rommel M. A., and Rami T. Shehab. "Psychometric Properties of Social Perception of Mathematics:‎‎ Rasch Model Analysis." International Education Studies 13, no. 12 (November 28, 2020): 102. http://dx.doi.org/10.5539/ies.v13n12p102.

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Social perception is an evaluation process, which uses any information available &lrm;in order to form impressions, &lrm;understanding, and judgments about others. It is also &lrm;considered as an essential element of social skills. This study &lrm;aims to examine the psychometric analysis of students’ social perceptions of mathematics using Rasch model &lrm;analysis.&lrm; This study uses a quantitative survey approach. The sample comprised 40 first year students at King Faisal University&lrm;. The Rasch model is used because it is considered an effective tool for assessing constructs’ validity and reliability of the instrument. It also generalizes results and inferential studies. The developed questionnaire consists of six dimensions. Every dimension consists of six items. They are verifying the validity based on the Rasch model using item polarity, item fit, and dimensionality. In addition, the reliability was verified using person and item reliability, and item and person separation. The results of the Rasch model analysis show that the items of social perception of mathematics SPoM fit the model appropriately.

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Maier, Kimberly S. "A Rasch Hierarchical Measurement Model." Journal of Educational and Behavioral Statistics 26, no. 3 (September 2001): 307–30. http://dx.doi.org/10.3102/10769986026003307.

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In this article, a hierarchical measurement model is developed that enables researchers to measure a latent trait variable and model the error variance corresponding to multiple levels. The Rasch hierarchical measurement model (HMM) results when a Rasch IRT model and a one-way ANOVA with random effects are combined ( Bryk & Raudenbush, 1992 ; Goldstein, 1987 ; Rasch, 1960 ). This model is appropriate for modeling dichotomous response strings nested within a contextual level. Examples of this type of structure include responses from students nested within schools and multiple response strings nested within people. Model parameter estimates of the Rasch HMM were obtained using the Bayesian data analysis methods of Gibbs sampling and the Metropolis-Hastings algorithm ( Gelfand, Hills, Racine-Poon, & Smith, 1990 ; Hastings, 1970 ; Metropolis, Rosenbluth, Rosenbluth, Teller, & Teller, 1953 ). The model is illustrated with two simulated data sets and data from the Sloan Study of Youth and Social Development. The results are discussed and parameter estimates for the simulated data sets are compared to parameter estimates obtained using a two-step estimation approach.

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Apple, Matthew. "Point-to-Point: A Reply to “A Critique to ‘Using Rasch Analysis to Create and Evaluate a Measurement Instrument for Foreign Language Classroom Speaking Anxiety’ ”." JALT Journal 35, no. 2 (November 1, 2013): 210. http://dx.doi.org/10.37546/jaltjj35.2-5.

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In his response to my paper concerning the use of the Rasch model for creating and evaluating foreign language classroom speaking anxiety (Apple, 2013), Dr. Panayides makes some interesting observations; however, there also appear to be several points of misinterpretation of the study results. The initial issue is his opening assertion that my paper was designed to show advantages of the Rasch model over classical test theory (CTT) models as well as item response theory (IRT) models. In fact, the paper was designed only to demonstrate the advantages of the Rasch model for Japan-based classroom teachers of English. I made no mention whatsoever of other IRT models. I also did not set the Rasch model against all CTT methods; I merely demonstrated that simple descriptive statistics were not as informative or useful as Rasch analysis when creating and evaluating questionnaires.

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SANTOS, Naiara Caroline Aparecido dos, and Jorge Luiz BAZÁN. "RESIDUAL ANALYSIS IN RASCH POISSON COUNTS MODELS." REVISTA BRASILEIRA DE BIOMETRIA 39, no. 1 (March 31, 2021): 206–20. http://dx.doi.org/10.28951/rbb.v39i1.531.

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A Rasch Poisson counts (RPC) model is described to identify individual latent traits and facilities of the items of tests that model the error (or success) count in several tasks over time, instead of modeling the correct responses to items in a test as in the dichotomous item response theory (IRT) model. These types of tests can be more informative than traditional tests. To estimate the model parameters, we consider a Bayesian approach using the integrated nested Laplace approximation (INLA). We develop residual analysis to assess model t by introducing randomized quantile residuals for items. The data used to illustrate the method comes from 228 people who took a selective attention test. The test has 20 blocks (items), with a time limit of 15 seconds for each block. The results of the residual analysis of the RPC were promising and indicated that the studied attention data are not well tted by the RPC model.

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Nitta, Hideo, and Takuya Aiba. "An Alternative Learning Gain Based on the Rasch Model." Physics Educator 01, no. 01 (March 2019): 1950005. http://dx.doi.org/10.1142/s2661339519500057.

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Using the Rasch model for the pretest–posttest analysis, a learning gain, the “Rasch gain”, is introduced as the simple difference of the estimated ability parameter for students. It is shown that, although the Rasch gain strongly correlates with the normalized learning gain introduced by Hake, the Rasch gain has advantages over the Hake gain as a scientific measure.

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Basran, Afiqah, and Denis Lajium. "APPLICATION OF RASCH MODEL IN TESTING FORCE CONCEPT INVENTORY." International Journal of Modern Education 2, no. 6 (September 10, 2020): 14–27. http://dx.doi.org/10.35631/ijmoe.26003.

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Inventori Konsep Daya is an instrument that is adapted from the Force Concept Inventory (FCI). It is an instrument consisting of 30 diagnostic items related to the concept of force and motion. This instrument is widely used in physics education. However, the validity of this instrument in Bahasa Malaysia is not well studied to ensure that the items in the instrument function properly. Based on previous research, one of the major issues that are often questioned in the FCI is the reliability of the instrument when administered to different groups. When studies conducted in this country, researchers often use the reliability analysis under the Classical Test Theory. Various weaknesses are identified when evaluating using the analysis under the theory. Therefore, the purpose of this study is to apply the Rasch model under Item Response Theory in analyzing the items in Inventori Konsep Daya. Several analyzes were selected to determine the validity of the items and instruments. This study will be conducted on three levels of students involved in the learning of force and motion concepts. 300 samples will be taken from school students, elementary or matriculation students as well as undergraduate students who have studied this topic. The data will be analyzed using Windstep software. The results showed that Inventori Konsep Daya was a good instrument with high reliability and separation index, positive polarity value for every item, and fit the Rasch model. However, the instrument was quite difficult for the respondents in this study. This study is important in providing information to other researchers who will use FCI as an instrument in their study. In addition, the findings of this study can also be used to compare with the previous studies to draw more accurate conclusions.

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Isnani, Isnani, Wikan Budi Utami, Purwo Susongko, and Herani Tri Lestiani. "Estimation of college students’ ability on real analysis course using Rasch model." Research and Evaluation in Education 5, no. 2 (December 26, 2019): 95–102. http://dx.doi.org/10.21831/reid.v5i2.20924.

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This study is aimed at estimating the difficulty level of essay tests and the accuracy of students’ ability in Real Analysis essay test using the Rasch model with the QUEST program and R 3.0.3 package eRm program. The population in this study was all students of the Department of Mathematics Education, Universitas Pancasakti Tegal in the academic year 2016/2017, who were enrolled in the Real Analysis course. The data were analyzed using the R 3.0.3 package eRm program and QUEST program. The students’ ability was obtained from the result of the course final exam of the first Real Analysis course. The analysis shows that: (1) by using Rasch model for partial credit scoring, the difficulty level shows that 100% of essay questions in Real Analysis final exam is categorized as difficult, (2) the estimation of students’ ability in Real Analysis course using Rasch Model with CML method is better than the estimation of students’ ability using Rasch Model with JML approach.

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Mills, RJ, CA Young, RS Nicholas, JF Pallant, and A. Tennant. "Rasch analysis of the Fatigue Severity Scale in multiple sclerosis." Multiple Sclerosis Journal 15, no. 1 (January 2009): 81–87. http://dx.doi.org/10.1177/1352458508096215.

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Background The 9-item, Fatigue Severity Scale (FSS-9) has been widely used as an outcome measure in multiple sclerosis (MS). Modern psychometric theory, in the form of the Rasch measurement model, has set new quality standards for outcome measures by appraising a broad range of measurement properties in addition to the reliability and validity emphasized by classical test theory. Objective To appraise the FSS-9 by application of the Rasch model. Method The FSS-9 was posted to patients with clinically definite MS in two centers in the United Kingdom. Analysis was based on 416 records (55% response). Results The 9-item scale failed to meet Rasch model expectations. Two items had poor discrimination across the scale, and two further items showed bias for factors such as age. Removal of these four items provided a valid 5-item Rasch scale that satisfied strict tests of unidimensionality. Conclusion Summating the nine items of the FSS-9 is invalid. Five items (FSS-5), which seem to be measuring the social impact of fatigue, provide a strictly unidimensional Rasch scale. Studies using the FSS-9 may need to be re-evaluated using the FSS-5, preferably using the Rasch transformed scores.

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Ilfiandra, Ilfiandra, Nadia Aulia Nadhirah, Dodi Suryana, and Aslina binti Ahmad. "Development and Validation Peaceful Classroom Scale: Rasch Model Analysis." International Journal of Instruction 15, no. 4 (October 1, 2022): 497–514. http://dx.doi.org/10.29333/iji.2022.15427a.

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Asakir, Ibnu, and Dian Hidayati. "Rasch Model Analysis: Teacher Commitment Indicators by Experts Judgment." International Journal of Educational Management and Innovation 3, no. 1 (January 31, 2022): 59–73. http://dx.doi.org/10.12928/ijemi.v3i1.5501.

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Teacher commitment is the key to success in educational institutions. The school needs to measure the teacher's commitment to improving the quality of the school. The purpose of this study was to model expert judgment in the reliabilities and validity tests of Teacher commitment instruments using the Rasch model. The study involving 12 experts was conducted using a survey by assessing 18 items. Experts (respondents) are asked to evaluate the consistency of each item to represent one part of the Teacher commitment instrument. Expert judgment results using Rasch model analysis show that the average value of the logit scale is higher than logit 0.0. It is understood that more answering experts agree across a variety of items. The value Cronbach alpha, measuring reliability, i.e., the interaction between the person and the item as a whole, is seen as a value of 0.99, which means excellent. Person reliability value is estimated at 0.89, and item reliability is estimated at 0.60, indicating that the consistency of respondents' answers is good. However, the quality of items in the infrastructure is poor. It shows 17 items recommended being used as instruments to measureTeacher commitment, while 11 items are advised to be repaired.

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SUN, Xiao-Min. "A Many-faceted Rasch Model Analysis of Structured Interview." Acta Psychologica Sinica 40, no. 9 (September 20, 2008): 1030–40. http://dx.doi.org/10.3724/sp.j.1041.2008.01030.

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Suhaedi, D., M. Y. Fajar, I. Sukarsih, and Y. Permanasari. "Analysis of instruments and mathematical disposition using Rasch model." IOP Conference Series: Materials Science and Engineering 830 (May 19, 2020): 022003. http://dx.doi.org/10.1088/1757-899x/830/2/022003.

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Hong, Se Hee, Hyun Jung Lee, Soo Kyoung Son, Hyo Jin Kim, Mi Ri Yoon, Youn Kyung Kang, and Ki Hyun Jo. "The analysis of youth resilience scale by Rasch Model." Future Oriented Youth Society 15, no. 2 (June 30, 2018): 107–24. http://dx.doi.org/10.34244/fy.2018.15.2.107.

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Shamsuddin, Hasni, Nordin Abdul Razak, and Ahmad Zamri Khairani. "Calibrating Students’ Performance in Mathematics: A Rasch Model Analysis." International Journal of Engineering & Technology 7, no. 3.20 (September 1, 2018): 109. http://dx.doi.org/10.14419/ijet.v7i3.20.18991.

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Rasch model analysis is an important tools in analysing students’ performance at item level. As such, the purpose of this study is to calibrate 14 years old students’ performance in mathematics test based on the item difficulty parameter. 307 Form 2 students provide responses for this study. A 40-item multiple choice test was developed to gauge the responses. Results show that two of the items need to be dropped since they did not meet the Rasch model’s expectations. Analysis on the remaining items showed that the students were most competent in item related to Directed Numbers (mean = -1.445 logits), while they are least competent in the topic of Circle (mean = 1.065 logits). We also provide calibration of the performance at item level. In addition, we discuss how to the findings might be helpful for teachers in addressing students’ difficulty in the topics.

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Waugh, Russell F. "The Course Experience Questionnaire: a Rasch Measurement Model Analysis." Higher Education Research & Development 17, no. 1 (April 1998): 45–64. http://dx.doi.org/10.1080/0729436980170103.

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Seo, Dong Gi, and Jae Kum Kim. "The accuracy and consistency of mastery for each content domain using the Rasch and deterministic inputs, noisy “and” gate diagnostic classification models: a simulation study and a real-world analysis using data from the Korean Medical Licensing Examination." Journal of Educational Evaluation for Health Professions 18 (July 5, 2021): 15. http://dx.doi.org/10.3352/jeehp.2021.18.15.

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Purpose: Diagnostic classification models (DCMs) were developed to identify the mastery or non-mastery of the attributes required for solving test items, but their application has been limited to very low-level attributes, and the accuracy and consistency of high-level attributes using DCMs have rarely been reported compared with classical test theory (CTT) and item response theory models. This paper compared the accuracy of high-level attribute mastery between deterministic inputs, noisy “and” gate (DINA) and Rasch models, along with sub-scores based on CTT.Methods: First, a simulation study explored the effects of attribute length (number of items per attribute) and the correlations among attributes with respect to the accuracy of mastery. Second, a real-data study examined model and item fit and investigated the consistency of mastery for each attribute among the 3 models using the 2017 Korean Medical Licensing Examination with 360 items.Results: Accuracy of mastery increased with a higher number of items measuring each attribute across all conditions. The DINA model was more accurate than the CTT and Rasch models for attributes with high correlations (>0.5) and few items. In the real-data analysis, the DINA and Rasch models generally showed better item fits and appropriate model fit. The consistency of mastery between the Rasch and DINA models ranged from 0.541 to 0.633 and the correlations of person attribute scores between the Rasch and DINA models ranged from 0.579 to 0.786.Conclusion: Although all 3 models provide a mastery decision for each examinee, the individual mastery profile using the DINA model provides more accurate decisions for attributes with high correlations than the CTT and Rasch models. The DINA model can also be directly applied to tests with complex structures, unlike the CTT and Rasch models, and it provides different diagnostic information from the CTT and Rasch models.

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Zamri Khairani, Ahmad, Izazol Idris, and Mohd Effendi@Ewan Mohd Matore. "Measuring Well-being among Engineering Undergraduates using Rasch Model Analysis." International Journal of Engineering & Technology 7, no. 3.20 (September 1, 2018): 389. http://dx.doi.org/10.14419/ijet.v7i3.20.20578.

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The purpose of this study is to calibrate undergraduates’ well-being. 378 engineering undergraduates provide responses for this study. An 8-item Flourishing Scale is employed to gauge the responses using the Rasch model analysis. Results show that one item need to be dropped since they did not meet the Rasch model’s expectations. Analysis on the remaining seven items showed that the undergraduates were least able to contribute to the happiness and well-being of others. In contrast they somewhat have positive well-being by endorsing that they have a purposeful and meaningful life. In addition, we discuss how to the findings might be helpful for university stakeholders to plan effective interventions for the undergraduates.

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Sabah, Saed, Hind Hammouri, and Mutasem Akour. "VALIDATION OF A SCALE OF ATTITUDES TOWARD SCIENCE ACROSS COUNTRIES USING RASCH MODEL: FINDINGS FROM TIMSS." Journal of Baltic Science Education 12, no. 5 (October 25, 2013): 692–702. http://dx.doi.org/10.33225/jbse/13.12.692.

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The purpose of the present study was to validate a scale of attitudes toward science based on items and data of TIMSS 2007. The present research introduces several implications and recommendations for science education researchers who are interested in validating and using instruments to measure attitudes toward science. This research examined, from Rasch measurement perspectives, to what extent the scale was valid across diverse participating countries from Rasch measurement perspectives. The data of the highest three achieving countries (Singapore, Taiwan, and Japan), the lowest three achieving countries (Qatar, Botswana, and Ghana), and three average achieving countries (Australia, Scotland, and Italy) were analyzed using WINSTEPS software. Several Rasch analyses (e.g, fit statistics, PCA, and person/item map reliability analysis) were performed to validate the scale. Although most of the item fit the Rasch model, a few items were found to be misfitting. Then, the misfitting items were eliminated and a second analysis for the fitting eight items was performed to check on the validity of the scale. The results provided evidences that support the validity of the scale based on Rasch measurement. Key words: attitudes toward science, Rasch measurement, science education, validity.

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De Leeuw, Jan, and Norman Verhelst. "Maximum Likelihood Estimation in Generalized Rasch Models." Journal of Educational Statistics 11, no. 3 (September 1986): 183–96. http://dx.doi.org/10.3102/10769986011003183.

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We review various models and techniques that have been proposed for item analysis according to the ideas of Rasch. A general model is proposed that unifies them, and maximum likelihood procedures are discussed for this general model. We show that unconditional maximum likelihood estimation in the functional Rasch model, as proposed by Wright and Haberman, is an important special case. Conditional maximum likelihood estimation, as proposed by Rasch and Andersen, is another important special case. Both procedures are related to marginal maximum likelihood estimation in the structural Rasch model, which has been studied by Sanathanan, Andersen, Tjur, Thissen, and others. Our theoretical results lead to suggestions for alternative computational algorithms.

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Sonia, Rahmita, Alizamar Alizamar, Alwen Bentri, and Febri Wandha Putra. "Rasch Analysis: Students' Mathematics Anxiety and Symptoms." Jurnal Aplikasi IPTEK Indonesia 4, no. 1 (February 13, 2020): 12–18. http://dx.doi.org/10.24036/4.14342.

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Ideally students follow mathematics learning effectively without any disturbance. But the phenomenon that is happening is that there are students who experience anxiety about mathematics, which causes students to not be able to follow mathematics learning effectively. The purpose of this study is to describe the level of mathematics anxiety experienced by students as a whole and also based on the aspects studied. This study involved 32 students in class XII consisting of 18 female students and 14 male students. The instrument used in this research in the form of a questionnaire containing statements about mathematical anxiety equipped with a Likert scale model. Data analysis using frequency distribution techniques and Rasch Model analysis. The results of the analysis of research data indicate that some students experience mathematical anxiety. In addition, the results of data analysis also showed that there were differences in anxiety between female students and male students both overall and based on aspects of the mathematics anxiety studied.

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Mursidi, Andi, and Soeharto Soeharto. "AN INTRODUCTION: EVALUATION OF QUALITY ASSURANCE FOR HIGHER EDUCATIONAL INSTITUTIONS USING RASCH MODEL." JETL (Journal Of Education, Teaching and Learning) 1, no. 1 (March 20, 2017): 1. http://dx.doi.org/10.26737/jetl.v1i1.25.

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This is a descriptive qualitatif research about quality assurance evaluation. the research aims to introduce analyzing using Rasch model to evaluate higher education institution based on quality assurance standars that have been developed to evaluate each member including instructor and staff in higher education institution. The instrument have been developed to conduct the experiment to provide raw data sample to doing practical analyzing using Rasch model in this research. The first part of this research will explain definition of the quality assurance and Rasch model analysis. The second part of this research will show introduction analysis using Rasch model to analysis sample data. The third part of this research will show a brief summary of the result and important finding in evaluation of higher assurance. Analyzing data of evaluation quality assurance using Rasch model will help higher educational institutions to increase and develop their quality assurance to be better higher educational institution.

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Alim, Jesi Alexander, Neni Hermita, Nila Safitri, Tommy Tanu Wijaya, Zetra Hainul Putra, Jerito Pereira, and Melvi Lesma Alim. "ITEM ANALYSIS USING RASCH MODEL ON GEOMETRY FOR GRADE 1." Al-Bidayah : jurnal pendidikan dasar Islam 13, no. 2 (December 27, 2021): 321–30. http://dx.doi.org/10.14421/al-bidayah.v13i2.697.

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The purpose of this research is to analyse the problem associated with the geometry instructional materials for grade 1 students using the Rasch model. This is a descriptive research with a quantitative approach used to obtain information on the Wright map, item measure, and fit for instructors. Data were obtained by distributing a questionnaire containing 10 questions to 30 first-grade students in 192 Public Elementary Schools in Pekanbaru through Google form. The data collected were analysed using the Rasch model assisted by the Winstep or ministep version 3.73 application. The result showed that items 2 and 3 contained very difficult and easy questions, with a 0.30 indicating difficulty level. In conclusion, the test items used are valid and generally not difficult for students

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Zhu, Weimo, and Karen A. Kurz. "Rasch Partial Credit Analysis of Gross Motor Competence." Perceptual and Motor Skills 79, no. 2 (October 1994): 947–61. http://dx.doi.org/10.2466/pms.1994.79.2.947.

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The purpose of this study was to introduce a model for measurement of partial credit for the assessment of gross motor competence. Four different striking tasks were administered to a total of 128 children, ages 3 to 9 years, consisting of 64 boys and 64 girls. The partial scores were analyzed using the Rasch Partial Credit model. Satisfactory fit of model and data was obtained for Task 1 and Task 4. Step difficulties estimated for Tasks 1 and 4 ranged from − 5.61 to 5.50. The average ability of the children was 0.09 ( SD = 2.95). The first and second steps of Tasks 1 and 4 were easy for the children and the fourth step was difficult for them. The major advantage of using the Rasch Partial Credit analysis is that motor process measures can be calibrated and analyzed by a quantitative model with advanced test characteristics.

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Mokshein, Siti Eshah, Haliza Ishak, and Hishamuddin Ahmad. "THE USE OF RASCH MEASUREMENT MODEL IN ENGLISH TESTING." Jurnal Cakrawala Pendidikan 38, no. 1 (February 8, 2019): 16–32. http://dx.doi.org/10.21831/cp.v38i1.22750.

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This study aimed at determining the quality of the English Paper 1 (EP1) items of UPSR trial examination for six graders in terms of its reliability, validity and items characteristics. It also sought to determine the difficulty levels of 40 multiple-choice items consisting five constructs of vocabulary, language and social expression, grammar, cloze-comprehension and reading comprehension. A number of 525 primary schools students were randomly selected from 3876 students in Kuala Selangor, Malaysia. Using the Rasch measurement model, the validity evidences were shown through the results of Principle Component Analysis (PCA), fit statistics and item distractor analysis. The results from PCA analysis showed the absence of second dimension in the test, which met the assumption of modern testing theory. Fit statistics analyses have identified seven misfit items that are beyond the acceptable range (0.7 - 1.3 logit). Item distractor analysis has identified five problematic items whereby three of them are also misfit items. Summary statistics shows that the reliability indices of Cronbach’s Alpha were greater than 0.80 and separation indices were greater than 2. This study would benefit teachers in improving existing assessment practice by spreading out the importance of item analysis in schools, particularly in language testing.

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Widhiarso, Wahyu. "APLIKASI MODEL RASCH CAMPURAN DALAM MENGEVALUASI PENGUKURAN HARGA DIRI." Jurnal Penelitian dan Evaluasi Pendidikan 17, no. 1 (June 6, 2013): 172–87. http://dx.doi.org/10.21831/pep.v17i1.1367.

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Penelitian ini bertujuan untuk mengeksplorasi keberadaan kelompok responden yang menyebabkan estimasi parameter butir melalui pemodelan Rasch tidak invarian pada keseluruhan responden. Teknik analisis yang dipakai adalah model Rasch campuran yang merupakan penggabungan antara Model Rasch dan analisis kelas laten. Dengan menggunakan data hasil pengukuran harga diri didapatkan hasil analisis bahwa keseluruhan responden penelitian sebanyak 2.987 dapat dikategorikan menjadi tiga kelas berdasarkan pola respons mereka pada skala. Hasil estimasi parameter butir pada responden pada masing-masing kelas dengan menggunakan model kredit parsial menunjukkan bahwa ketiga kelas memiliki parameter butir yang berbeda. Dua kelas relatif sesuai dengan model, sedangkan satu kelas tidak sesuai karena responden pada kelas tersebut merespons skala dengan cara yang unik. Keberadaan responden dengan respons unik ini relatif kecil (12,5%) sehingga tidak mengganggu estimasi parameter pada keseluruhan butir. Kata kunci: model Rasch campuran, parameter butir, kelas responden ______________________________________________________________ RASCH MIXED MODEL APPLICATION IN EVALUATING THE MEASUREMENT OF SELF-ESTEEMAbstract This study aimed to explore the existence of groups of items that cause Estimation of item parameters using Rasch modeling was not invariant for all respondents. Mixed Rasch model which is the combination between Rasch Models and Latent Class Analysis was employed. By using data from measuring self-esteem found for overall respondents (N=2987) can be categorized into three classes based on their item respons patterns on entire scale. Results based on estimation of item parameters to the respondents in each class using the Partial Credit Model found that each class has different item parameters. Two classes supported the model while the other class did not; due to respondents on this class give a response on the scale in a unique way. The proportion of the respondents with a unique response is relatively small (12,5%) therefore they do not much interfere the estimation of item parameters on the overall items.Keywords: mixed rasch model, Item Estimation Parameter, Class

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Che Lah, Noor Hidayah, Zaidatun Tasir, and Nurul Farhana Jumaat. "An Evaluation of the Online Social Learning Environment Instrument (OSLEI) Using Rasch Model Analysis." SAGE Open 12, no. 2 (April 2022): 215824402211040. http://dx.doi.org/10.1177/21582440221104083.

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One of the questionnaires that will be used to evaluate social learning environments such as Facebook is the Online Social Learning Environment Instrument (OSLEI). The aim of this study was to evaluate the OSLEI using alternative method of analysis via Rasch model toward 49 undergraduate students in Malaysia. To date, no study has evaluated the OSLEI through the lens of Rasch model analysis among Malaysian samples. Firstly, the OSLEI underwent content validation by three experts. The results of the overall percent agreement on eight constructs ( perceived usefulness, usage of learning groups, learning outcomes, affective outcomes, self-efficacy, trust, privacy, and teaching member presence) of the OSLEI was 86% for 48 items. Next, 10 measurement properties of Rasch model analysis were employed with the OSLEI. The results revealed that 23 respondents needed to be dropped. Subsequently, the data from the remaining 26 respondents proceeded to Rasch Model analysis of the 43 items in the OSLEI. The results of the item analysis revealed that 13 items and the construct of privacy needed to be dropped. The findings demonstrated that 35 items were robust, valid, and reliable, and could be used to measure online social learning environments.

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Herlina, Maria Grace, and Dicky Hida Syahchari. "Soft Skill Analysis: Rasch Model on Generation Z in Greater Jakarta." Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB) 10, no. 2 (May 17, 2022): 100–110. http://dx.doi.org/10.21009/jpeb.010.2.1.

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Emotional Intelligence (EI) has been identified as a good predictor of academic success. A multigenerational study says that Gen Z is inclusive because they place a high value on human interactions, which indicates EI. Rasch Model Analysis was used to explore Gen Zers' emotional intelligence based on their academic success. Gen Z students with high GPAs may have more emotional intelligence (EI) than those with low GPAs. A personal survey questionnaire and convenience sampling collected data from Gen Z students in Greater Jakarta higher education institutions. A Rasch Model analysis shows disparities in EI levels across students with high and low GPAs, yet the students with high GPAs do not have direct EI since the difference in EI level based on GPA is statistically insignificant. According to the Rasch Model Analysis, gen Z's EI is primarily high. EI. In terms of EI dimensions, Self Awareness dimensions show Gen Z is open to feedback. In contrast, Self-Management believes that Generation Z students will see their flaws. According to the Social Awareness findings, Gen Z students would become friends with anyone. Meanwhile, the Relationship Management component demonstrates that Generation Z students seek mutually beneficial solutions.

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Maat, Siti Mistima, and Mira Khalisa Rosli. "The Rasch Model Analysis for Statistical Anxiety Rating Scale (STARS)." Creative Education 07, no. 18 (2016): 2820–28. http://dx.doi.org/10.4236/ce.2016.718261.

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Karlimah, Karlimah, Dewi Andriani, and Dodi Suryana. "Development of Mathematical Anxiety Instruments with a Rasch Model Analysis." Open Psychology Journal 13, no. 1 (July 31, 2020): 181–92. http://dx.doi.org/10.2174/1874350102013010181.

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Background: This study was motivated by a large number of students who feel anxious when dealing with mathematics, which is an unpleasant feeling characterized by the presence of worry, anxiety, confusion, and stress. Objective: This study aims to test the instruments of mathematical anxiety using Rasch Model analysis. Materials and Methods: The study used descriptive analysis with a cross-sectional design. Subjects of the study were elementary school students in grade VI SDN Margarahayu, 13 male and 5 female students in grade VI A, 9 male and 3 female students in grade VI B. Results: The results of the analysis show that the instrument has a poor or not maximum reliability value (α = 0.56). Likewise, the respondent's reliability value (α = 0.49) is in the weak category and the item reliability (α = 0.93) is in the excellent category. Conclusion: The analysis of the instrument shows that 2 items do not meet the standard criteria for the measurement, including number 16 as bias genders are more profitable for female students, and number 9 misfits because it is too difficult for most students to agree on. 3 items are categorized as very difficult, including item number P13, P11, and P12. There are 5 items in difficult category, which include numbers P9, P15, P14, P16, and P10. There are 4 items in the easy category, including P6, P5, P4, and P3. While the very easy category has 4 items, including numbers P1, P7, P2, and P8.

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Rusmana, Nandang, Anne Hafina, Risnawati Oktavia Wardhany, and Dodi Suryana. "Students’ Confidence Instrument Analysis in Poetry Learning through Rasch Model." Open Psychology Journal 13, no. 1 (October 16, 2020): 289–99. http://dx.doi.org/10.2174/1874350102013010289.

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Background: Students' low confidence becomes the reasons for conducting this research whereas it is one of the most important skills needed to develop ability and potency. Objective: This research aims to obtain information about Students' confidence levels in Bahasa Indonesia's subject, especially in poetry learning. Materials and Methods: This research employed a cross-sectional study with the quantitative approach. Participants of this research were 45 fifth grade students in Cibeureum Elementary School and 50th grade students in Kotabaru Elementary School 2019/2020 academic year. The self-report questionnaires were used as a research instrument to measure Students' confidence levels with the cluster sampling technique. Data were analyzed using the Partial Credit Model (PCM). These parameters are identified with the category coefficients and the scoring function of the Rasch model for polychotomous responses in which the latent trait is assumed uni-dimensional. Results: The trial results showed that as many as 13 items proved to be compatible with PCM instruments, the reliability of the instrument was 0.74, the item difficulty index started from -0.36 to 0.36 which meant that all items in the category were sufficient. Conclusion: This development instrument is valid and really measures the effect of student confidence on poetry learning, so it can be used to measure student confidence in poetry learning.

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Yudiar, Ahmad, Mamat Supriatna, and Eka Sakti Yudha. "Grit Instrument Development on High School Students: Rasch Model Analysis." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 2 (June 4, 2022): 258. http://dx.doi.org/10.33394/jk.v8i2.4794.

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This study aimed to develop an instrument that will be used to measure the grit of senior high school students. This quantitative study involved 601 senior high school students in Bangka Belitung. Based on an analysis of the relevant literature, this study developed 24 items that collectively described grit. Data was collected using a grit scale and analyzed using the Rasch model. The results show that 1) Cronbach's alpha value is 0.91 which means the interaction between item and person is in the very good category, 2) the item reliability coefficient is 0.97 where the item belongs to the special category, and 3) the person reliability coefficient is 0.87 which means that students respond consistently to each item. Based on the results above, we can see that 23 valid items and the other is invalid. Overall, it can be concluded that the grit scale has good psychometric properties, and it can be used by counselors or counseling guidance teachers to measure students' grit.

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Rohaizad, Nor Aizal Akmal, Syamsul Bahrin Zaibon, and Kasmaruddin Che Hussin. "An analysis of preschool children emotional intelligence using RASCH model." Journal of Language and Linguistic Studies 17, no. 2 (June 23, 2021): 1120–28. http://dx.doi.org/10.52462/jlls.79.

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Rosa, Siti Juniawati, Ahyani Radhiani Fitri, and Ivan Muhammad Agung. "Psychometric properties of the SE-Revised: A rasch model analysis." HUMANITAS: Indonesian Psychological Journal 16, no. 1 (May 21, 2019): 54. http://dx.doi.org/10.26555/humanitas.v16i1.10919.

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Ng, Sar Ee, Kee Jiar Yeo, and Azlina Bt Mohd Kosnin. "Item Analysis for the Adapted Motivation Scale Using Rasch Model." International Journal of Evaluation and Research in Education (IJERE) 7, no. 4 (December 1, 2018): 264. http://dx.doi.org/10.11591/ijere.v7i4.15376.

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<p>The aim of this study was to measure the validity and reliability of an adapted motivation scale used in second language learning. The Integrative and Instrumental motivation (IIM) was developed based on two orientations of motivation, which were integrative motivation and instrumental motivation. IIM was used to identify students’ level of motivation towards learning Chinese language as a second language (CLSL) in national school. The study presented empirical evidence of validity and reliability using the Rasch Model. Pilot study was conducted in a national school which has students enrolled for the CLSL class. There were 29 students in this pilot study. Data was analyzed using WINSTEPS version 3.72.3. The result showed the reliability of the motivation scale is 0.87 based on Cronbach’s alpha. The construct validity was determined by PT-measure correlation value (PMC) range from 0.71 to 0.86, infit and outfit MNSQ between 0.53 to 1.43 and ZSTD range from -1.1 to 1.2. In unidimensional measure, raw variance explained was at 66.4% with the unexplanined variance in the first factor was at 13.6%. Finally the fit statistics showed that person separation index, 2.79 was considered good and item separation index, 1.81was in acceptable range (Linacre,2012). Person and item reliability were at 0.89 and 0.77 respectively. The result indicated that the new instrument with 15 items-IIM after eliminated unfit items was a reliable and valid instrument to measure the motivation in learning CLSL in the context of national school.</p>

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Goh, Hong Eng, Ida Marais, and Michael James Ireland. "A Rasch Model Analysis of the Mindful Attention Awareness Scale." Assessment 24, no. 3 (July 27, 2016): 387–98. http://dx.doi.org/10.1177/1073191115607043.

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The Mindful Attention Awareness Scale was developed to measure individual differences in the tendency to be mindful. The current study examined the psychometric properties of the Mindful Attention Awareness Scale in a heterogeneous sample of 565 nonmeditators and 612 meditators using the polytomous Rasch model. The results showed that some items did not function the same way for these two groups. Overall, meditators had higher mean estimates than nonmeditators. The analysis identified a group of items as highly discriminating. Using a different model, Van Dam, Earleywine, and Borders in 2010 identified the same group of items as highly discriminating, and concluded that they were the items with the most information. Multiple pieces of evidence from the Rasch analysis showed that these items discriminate highly because of local dependence, hence do not supply independent information. We discussed how these different conclusions, based on similar findings, result from two very different paradigms in measurement.

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Olson, John R., James A. Belohlav, and Lori S. Cook. "A Rasch model analysis of technology usage in Minnesota hospitals." International Journal of Medical Informatics 81, no. 8 (August 2012): 527–38. http://dx.doi.org/10.1016/j.ijmedinf.2012.01.008.

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Alyani, Fitri, and Raihana Zahra. "Applying rasch model: adversity quotient analysis of students in mathematics." Math Didactic: Jurnal Pendidikan Matematika 6, no. 2 (September 24, 2020): 226–34. http://dx.doi.org/10.33654/math.v6i2.1023.

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Penelitian ini bertujuan untuk menganalisis Adversity Quotient siswa dalam pelajaran matematika menggunakan Rasch Model. Populasi dari penelitian ini adalah beberapa siswa SMA Negeri Jakarta, dengan sampel sebanyak 98 siswa kelas 11 salah satu SMA Negeri Jakarta tahun ajaran 2019/2020. Penelitian ini merupakan penelitian deskriptif kuantitatif. Dengan instrumen non-test berupa angket Adversity Quotient yang terdiri dari 39 pernyataan dengan jawaban yang menggunakan skala likert dengan 5 pilihan jawaban dalam bentuk “sangat tidak setuju”, “tidak setuju”, “netral”, “setuju”, “sangat setuju”. Pembagian kategori Adversity Quotient berdasarkan tipe climbers, campers, dan quitters. Hasil dari penelitian ini bahwa tipe climbers adalah tipe yang paling dominan yang dimiliki siswa berdasarkan hasil penelitiannya.

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Istiqomah, Istiqomah, and Nida Hasanati. "Development of Student Academic Performance Determinants Using Rasch Model Analysis." Psympathic : Jurnal Ilmiah Psikologi 9, no. 1 (October 27, 2022): 17–30. http://dx.doi.org/10.15575/psy.v9i1.7571.

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This study aims to develop an instrument to determine students' academic performance. In this case, a quantitative design was used, with a random sampling technique utilized in selecting 415 students from the University of Muhammadiyah Malang. Data analysis was also carried out using Rasch Model. Based on the fit item criteria analysis, 5 misfit elements were each observed for the Mean and Standard Deviation logit and MNSQ (Mean Square) outfit. This indicated that the most difficult and easiest questions were numbers 47 and 10, respectively. For regional and school origins, the items containing differential function questions were 2 and 9, respectively. The reliability of the measuring instrument, item, and person was also 83, 98, and 79. In addition, only 7 of the 67 utilized items did not meet the required criteria and the remaining were completely accepted.

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Doyle, Patrick J., William D. Hula, Malcolm R. McNeil, Joseph M. Mikolic, and Christine Matthews. "An Application of Rasch Analysis to the Measurement of Communicative Functioning." Journal of Speech, Language, and Hearing Research 48, no. 6 (December 2005): 1412–28. http://dx.doi.org/10.1044/1092-4388(2005/098).

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Purpose:The purposes of this investigation were to examine the construct dimensionality and range of ability effectively measured by 28 assessment items obtained from 3 different patient-reported scales of communicative functioning, and to provide a demonstration of how the Rasch approach to measurement may contribute to the definition of latent constructs and the development of instruments to measure them.Method:Item responses obtained from 421 stroke survivors with and without communication disorders were examined using the Rasch partial credit model. The dimensionality of the item pool was evaluated by (a) examining correlations of Rasch person ability scores obtained separately from each of the 3 scales, (b) iteratively excluding items exceeding mean square model fit criteria, and (c) using principal-components analysis of Rasch model residuals. The range of ability effectively measured by the item pool was examined by comparing item difficulty and category threshold calibrations to the distribution of person ability scores and by plotting the modeled standard error of person ability estimates as a function of person ability level.Results:The results indicate that most assessment items fit a unidimensional measurement model, with the notable exception of items relating to the use of written communication. The results also suggest that the range of ability that could be reliably measured by the current item pool was restricted relative to the range of ability observed in the patient sample.Conclusions:It is concluded that (a) a mature understanding of communicative functioning as a measurement construct will require further research, (b) patients with stroke-related communication disorders will be better served by the development of instruments measuring a wider range of communicative functioning ability, and (c) the theoretical and methodological tools provided by the Rasch family of measurement models may be productively applied to these efforts.

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Carvalho, Lucas de Francisco, Ricardo Primi, and Gregory J. Meyer. "Application of the Rasch model in measuring personality disorders." Trends in Psychiatry and Psychotherapy 34, no. 2 (2012): 101–9. http://dx.doi.org/10.1590/s2237-60892012000200009.

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OBJECTIVE: To describe item and person parameters obtained with the Rasch model, one of the item response theory models, in the assessment of personality disorders based on Millon's theory. METHOD: A total of 350 people participated in the study. Age ranged from 18 to 67 years (mean ± standard deviation = 27.02±10.13), and 71.7% of the participants (n = 251) were female. Of the 350 individuals, 21.1% (n = 74) answered affirmatively about being under psychiatric treatment and taking psychiatric medications. The Personality Disorders Dimensional Inventory (PDDI), an instrument designed to assess personality disorders according to Millon's theory, was applied to all participants. Data were analyzed using the Rasch model. RESULTS: Overall, analysis with the Rasch model revealed that the PDDI has adequate psychometric properties for the assessment of personality disorders. CONCLUSION: Among the contributions of item response theory models for clinical instruments, the Rasch person-item map deserves to be highlighted as a successful attempt to improve the understanding of clinical scores obtained in response to particular test items.

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Priyambodo, Erfan, and Marfuatun Marfuatun. "Validity and Realibility of Chemistry Systemic Multiple Choices Questions (CSMCQs)." International Journal of Evaluation and Research in Education (IJERE) 5, no. 4 (December 1, 2016): 306. http://dx.doi.org/10.11591/ijere.v5i4.5958.

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Nowdays, Rasch model analysis is used widely in social research, moreover in educational research. In this research, Rasch model is used to determine the validation and the reliability of systemic multiple choices question in chemistry teaching and learning. There were 30 multiple choices question with systemic approach for high school student class XI. In this research, a 164 student as the subject of the research. The data was collecting during March – April 2015. The data was analysis using Winsteps application with Rasch model. The reseach shows that 29 question of 30 questions was valid through Rasch model analysis. The reliability of systemic multiple choices question was 0.93, which is very good chategory.

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Park, Jung, and Jong-Bum Lee. "Analysis and validation of career development scale for elementary school students by Rasch Model." Journal of Korean Practical Arts Education 26, no. 4 (November 30, 2020): 139–60. http://dx.doi.org/10.29113/skpaer.2020.26.4.008.

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Kim, JeongWon, JeongSuk Pang, and JiYoung Choi. "An Analysis of Elementary Students' Understanding of the Equal Sign by Using Rasch Model." Mathematical Education 55, no. 1 (February 28, 2016): 1–19. http://dx.doi.org/10.7468/mathedu.2016.55.1.1.

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Journal articles on the topic 'Rasch model analysis'

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