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Antal, Judit. "Fit indices for the Rasch model." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054222470.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 102 p.: ill (some col.). Includes abstract and vita. Advisor: Ayres G.D'Costa, College of Education. Includes bibliographical references (p. 97-102).
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Verhelst, Norman D., Reinhold Hatzinger, and Patrick Mair. "The Rasch Sampler." Foundation for Open Access Statistics, 2007. http://dx.doi.org/10.18637/jss.v020.i04.
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The Rasch sampler is an efficient algorithm to sample binary matrices with given marginal sums. It is a Markov chain Monte Carlo (MCMC) algorithm. The program can handle matrices of up to 1024 rows and 64 columns. A special option allows to sample square matrices with given marginals and fixed main diagonal, a problem prominent in social network analysis. In all cases the stationary distribution is uniform. The user has control on the serial dependency. (authors' abstract)
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Leung, Man-tak, and 梁文德. "Applicability of Rasch model in psychological measurement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976591.
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Melnyk, K. V., and N. V. Borysova. "Rasch model usage for testing results assessment." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/44632.
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Leung, Man-tak. "Applicability of Rasch model in psychological measurement." [Hong Kong] : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13064812.
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PELLE, ELVIRA. "Log-linear multidimensional Rasch model for capture-recapture." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52008.
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One of the most important task for epidemiologists, biologists, ecologists and sociologists is to analyse and forecast possible changes and dynamics in a population. Capture-recapture experiments may be used to obtain meaningful information from population under study. The rational behind this method is to account for unobserved individuals by using observed individual trapping histories.
A central assumption in traditional capture-recapture approach is the homogeneity of the capture probability. However, differences of character or behaviour between individuals may occur and this fact results in indirect dependence between registrations. Psychometric models, such as the Rasch model, may be successfully applied.
We propose the use of the multidimensional Rasch model in the capture-recapture context. In particular, we assume that registrations may be divided into two or more subgroups, such that they can be view as indicators of the latent variables which account for correlations among registrations. To do so, the extension of the Dutch Identity for the multidimensional partial credit model can be utilized. It allows us to express the multidimensional Rasch model in a log-linear representation and to derive the parameters of the traditional log-linear model from those of the multidimensional Rasch model.
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Strasser, Helmut. "Numerical studies for the Rasch model with many items." WU Vienna University of Economics and Business, 2012. http://epub.wu.ac.at/3618/4/Report119.pdf.
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This paper is concerned with numerical studies on the theoretical results obtained in Strasser [1] and [2]. These papers provide asymptotic expansions for conditional expectations of non i.i.d. Bernoulli trials and their application to the covariance structure of conditional maximum likelihood estimates for the Rasch model. In the present paper systematic numerical studies of the accuracy of the approximations given in Strasser [1] and [2] are presented. It is shown that the order of approximation claimed by the theoretical results can be established numerically. (author's abstract)<br>Series: Research Report Series / Department of Statistics and Mathematics
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Ganglmair-Wooliscroft, Alexandra, and n/a. "Measuring affective response to consumption using Rasch modelling." University of Otago. Department of Marketing, 2005. http://adt.otago.ac.nz./public/adt-NZDU20060809.091317.
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Satisfaction is a central concept in marketing. However in recent years, satisfaction has come under increasing criticism. Its ability to predict post-purchase behaviour has not been established and the importance of the word satisfaction to consumers has been questioned. Current satisfaction measures are inadequate, as they fail to discriminate between respondents, with the majority of respondents regularly endorsing the most positive answer category available. The limited discrimination of existing scales suggests that only a small part of the unfavourable/favourable evaluation, rather than the entire dimension is being measured. The overwhelming use of the most positive answer category, in traditional scales, illustrates that they fail to capture highly positive evaluations.
Affective Response to Consumption (ARC) is conceptualised as an extension to satisfaction. The conceptualisation shifts the emphasis from a scale relying on one, rather weak, emotional feeling -- satisfaction -- to a multitude of emotional feelings, including highly positive terms.
A scale measuring ARC is developed in an alternative measurement paradigm -- Rasch Modelling -- to the dominant paradigm for scale development in marketing -- Classical Test Theory. The characteristics of Rasch Modelling are particularly useful, when measuring a concept like ARC, that captures the entire dimension of unfavourable/favourable evaluations and includes terms of markedly different intensity.
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Yoshida, Keitaro. "Evaluation of RELATE Using Rasch Analysis." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2343.
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The importance of valid and reliable couple assessment has been increasing with growth in research on couple and family relationships as well as in therapeutic and educational interventions for couples and families. However, self-report instruments–the most popular type of couple assessment–have been criticized at least partly due to limitations in Classical Test Theory (CTT) which has been used solely in developing and evaluating couple assessments for decades. In an effort to address the limitations in the sole use of CTT in developing self-report couple assessments, the present study integrated a modern test theory called Item Response Theory (IRT) and evaluated the properties of subscales in the RELATionship Evaluation (RELATE) using the existing data from 4,784 participants. Using the Rasch rating scale or partial credit model which is one of the IRT models, the author demonstrated that some of the RELATE subscales had items and response categories that functioned less optimally or in an unexpected way. The results suggested that some items misfit the model or overlapped with other items, many scales did not cover the entire range of the measured construct, and response categories for many items malfunctioned. The author made recommendations on possible remedies that could be adopted to improve the function of individual scales and items.
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Yang, Seungho. "A comparison of unidimensional and multidimensional rasch models using parameter estimates and fit indices when assumption of unidimensionality is violated." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1195695378.
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Shillaw, John. "The application of the Rasch model to Yes/No vocabularly tests." Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594177.
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Yes/No tests have become well-established as a method for assessing the vocabulary size of first and second language learners (Anderson & Freebody, 1983; Meara & Buxton, 1987). However, despite a general acceptance of their usefulness, no evaluation studies had ever been conducted of the tests. The results from two experiments showed quite conclusively that the corrected scores from five Yes/No tests were unreliable as measures of vocabulary size. The results also revealed that responses to real words alone were the single best predictor of vocabulary knowledge. Three further experiments were therefore conducted using Yes/No tests constructed from real words which had been selected from different corpora. The results from the Rasch analysis showed that all the test scores were extremely reliable and the application of the Rasch model to the data was valid. The results also indicated there is a close relationship between the frequency of a word and its difficulty, but only a moderate one between Yes/No test scores and scores from tests of vocabulary knowledge and general proficiency. It is concluded that using the revised Yes/No format and Rasch analysis together will result in very accurate estimates of vocabulary size. It is suggested that if Yes/No tests are used in conjunction with other measures of vocabulary knowledge, they may help to define more clearly how the lexicon develops.
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Westfall, Philip Jean-Louis. "Re-Estimation of Student Ability in Foreign Languages Using the Rasch Model." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1381757370.
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Westfall, Philip J. L. "Re-estimation of student ability in foreign languages using the Rasch model /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712160434.
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Roberts, Audrey Conway. "VALIDATION OF A SCHOOL CLIMATE INSTRUMENT USING A RASCH RATING SCALE MODEL." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/49.
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A new ESSA indicator of school quality and student success provides flexibility to broaden a states’ definition of school and student success. Educational research has found school success is in part determined by a school’s climate and should be considered in improvement/reform strategies (Cohen et al., 2009; Thapa et al., 2013). Yet, school climate research is often difficult and time consuming, and employs a variety of conflicting definitions and dimensions, instruments, and empirical approaches to determining school climate. Given these significant limitations with current measures, the purpose of this study was to validate an instrument measuring school climate based on the four most commonly accepted dimensions of school climate, using items adapted from a well-regarded and established theoretical framework to provide an effective measure for educators and researchers.
The sample selected for this study was a portion of teachers who indicated teaching 3rd or 8th grade as their primary teaching assignment (n=500) from the larger study sample (n=4974). A Rasch Rating Scale Model was used to evaluate unidimensionality, item fit and difficulty, reliability, and potential differential item functioning on a 23-item school climate survey. Results of the study showed the instrument was not unidimensional and was split into two subdimensions: student-centered and teacher/school support. All items were retained and displayed appropriate fit. Significant differential item functioning (DIF) was found between 3rd and 8th grade teachers on both subdimensions, further suggesting multidimensionality in the scale. Study findings suggest researchers should be mindful of any school climate instrument not validated at the item level for unidimensionality, and that an instrument may perform differently for teachers at different grade levels.
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Hatzinger, Reinhold. "A GLM framework for item response theory models. Reissue of 1994 Habilitation thesis." Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/1384/1/document.pdf.
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The aim of the monograph is to contribute towards bridging the gap between methodological developments that have evolved in the social sciences, in particular in psychometric research, and methods of statistical modelling in a more general framework. The first part surveys certain special psychometric models (often referred to as Rasch family of models) that share common properties: separation of parameters describing qualities of the subject under investigation and parameters related to properties of the situation under which the response of a subject is observed. Using conditional maximum likelihood estimation, both types of parameters may be estimated independently from each other. In particular, the Rasch model, the rating scale model, the partial credit model, hybrid types, and linear extensions thereof are treated. The second part reviews basic ideas of generalized linear models (GLMs) as an an excellent framework for unifying different approaches and providing a natural, technical background for model formulation, estimation and testing. This is followed by a short introduction to the software package GLIM chosen to illustrate the formulation of psychometric models in the GLM framework. The third part is the main part of this monograph and shows the application of generalized linear models to psychometric approaches. It gives a unified treatment of Rasch family models in the context of log-linear models and contains some new material on log-linear longitudinal modelling. The last part of the monograph is devoted to show the usefulness of the latent variable approach in a variety of applications, such as panel, cross-over, and therapy evaluation studies, where standard statistical analysis does not necessarily lead to satisfactory results. (author´s abstract)<br>Series: Research Report Series / Department of Statistics and Mathematics
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Salzberger, Thomas. "The validity of polytomous items in the Rasch model - The role of statistical evidence of the threshold order." Papst Science Publishers, 2015. http://epub.wu.ac.at/6729/1/05_Salzberger.pdf.
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Rating scales involving more than two response categories are a popular response format in measurement in education, health and business sciences. Their primary purpose lies in the increase of information and thus measurement precision. For these objectives to be met, the response scale has to provide valid scores with higher numbers reflecting more of the property to be measured. Thus, the response scale is closely linked to construct validity since any kind of malfunctioning would jeopardize measurement. While tests of fit are not necessarily sensitive to violations of the assumed order of response categories, the order of empirical threshold estimates provides insight into the functionality of the scale. The Rasch model and, specifically, the so-called Rasch-Andrich thresholds are unique in providing this kind of evidence. The conclusion whether thresholds are to be considered truly ordered or disordered can be based on empirical point estimates of thresholds. Alternatively, statistical tests can be carried out taking standard errors of threshold estimates into account. Such tests might either stress the need for evidence of ordered thresholds or the need for a
lack of evidence of disordered thresholds. Both approaches are associated with unacceptably high error rates, though. A hybrid approach that accounts for both evidence of ordered and disordered thresholds is suggested as a compromise. While the usefulness of statistical tests for a given data set is still limited, they provide some guidance in terms of a modified response scale in future applications.
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Curtin, Joseph A. "Testing the Assumption of Sample Invariance of Item Difficulty Parameters in the Rasch Rating Scale Model." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2081.pdf.
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Hatzinger, Reinhold, and Walter Katzenbeisser. "Log-linear Rasch-type models for repeated categorical data with a psychobiological application." Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/126/1/document.pdf.
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The purpose of this paper is to generalize regression models for repeated categorical data based on maximizing a conditional likelihood. Some existing methods, such as those proposed by Duncan (1985), Fischer (1989), and Agresti (1993, and 1997) are special cases of this latent variable approach, used to account for dependencies in clustered observations. The generalization concerns the incorporation of rather general data structures such as subject-specific time-dependent covariates, a variable number of observations per subject and time periods of arbitrary length in order to evaluate treatment effects on a categorical response variable via a linear parameterization. The response may be polytomous, ordinal or dichotomous. The main tool is the log-linear representation of appropriately parameterized Rasch-type models, which can be fitted using standard software, e.g., R. The proposed method is applied to data from a psychiatric study on the evaluation of psychobiological variables in the therapy of depression. The effects of plasma levels of the antidepressant drug Clomipramine and neuroendocrinological variables on the presence or absence of anxiety symptoms in 45 female patients are analyzed. The individual measurements of the time dependent variables were recorded on 2 to 11 occasions. The findings show that certain combinations of the variables investigated are favorable for the treatment outcome. (author´s abstract)<br>Series: Research Report Series / Department of Statistics and Mathematics
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Webb, Xavier J. "Measuring Job Satisfaction Among Kentucky Head Principals Using the Rasch Rating Scale Model." UKnowledge, 2012. http://uknowledge.uky.edu/edl_etds/3.
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The continued expansion of principals' responsibilities is having a detrimental effect on their job satisfaction; therefore, it is increasingly challenging to retain these important leaders. Effective principals can impact student learning and other vital outcomes; thus, it is important to be able to retain effective school leaders. Examining the perceived sources of principals’ satisfaction and dissatisfaction with their work has strong implications for policies and practices that can be implemented to increase principal retention.
The purpose of this study was to measure the job satisfaction of head principals in Kentucky. The research conducted was an exploratory study using survey research methods. The study sought to obtain a census sample of all head principals throughout Kentucky’s 174 public school districts (N=1,158). A total of 478 responses were collected providing a response rate of 41%. A profile of the demographic and personal characteristics of Kentucky principals was constructed, and principals’ satisfaction with specified job facets was measured using the Rasch Rating Scale Model (RRSM).
Findings determined that economic job attributes were not significant sources of dissatisfaction for principals in this sample. Principals were also found to be satisfied with psychological job attributes with the exception of the effect of their job on their personal life. Data in this study indicated that head principals in Kentucky were: (a) highly dissatisfied with the amount of hours they work; (b) highly dissatisfied with the amount of time spent on tasks that have nothing to do with their primary responsibility of improving student outcomes; and (c) highly dissatisfied with the lack of time they are able to spend on tasks that are directly related to improving student outcomes. A primary implication of this research was that Kentucky policy makers and superintendents could simultaneously increase principal retention and student outcomes by eliminating managerial job tasks not directly tied to instruction from the principalship so that principals can focus solely on instructional leadership.
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Rowles, Phillip Bruce. "Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/363274.
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Language Arts<br>Ed.D.<br>Educational measurement research faces an unresolved dilemma: competently meeting the longstanding demand for improved vocabulary strength (depth) aspect assessments. My original contribution to knowledge in the written receptive vocabulary knowledge construct research domain is twofold. My first contribution is proposing an a priori metasynonymy awareness hypothesis based on a vocabulary strength aspect extension of O’Connor’s (1940) written receptive vocabulary acquisition developmental stage theory. My second contribution is designing and constructing a vocabulary extent (the nexus between vocabulary size (breadth) and strength aspects) test. The test, called the Polysemous Academic Vocabulary Extent Test, utilizes ordered triple rank (OTR) responses and a complementary six-tier incremental scoring guide rubric. An example test item includes a sentence stem with a bold keyword and three options, such as: All the reviews of the movie were positive. positive: a) sure b) good c) enviro<br>Temple University--Theses
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Baker, Rosemary Lilian. "An investigation of the Rasch model in its application to foreign language proficiency testing." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329746.
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McEwen, Mary R. "The Effects of Incomplete Rating Designs on Results from Many-Facets-Rasch Model Analyses." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6689.
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A rating design is a pre-specified plan for collecting ratings. The best design for a rater-mediated assessment both psychometrically and from the perspective of fairness is a fully-crossed design in which all objects are rated by all raters. An incomplete rating design is one in which all objects are not rated by all raters, instead each object is rated by an assigned subset of raters usually to reduce the time and/or cost of the assessment. Human raters have varying propensities to rate severely or leniently. One method of compensating for rater severity is the many-facets Rasch model (MFRM). However, unless the incomplete rating design used to gather the ratings is appropriately linked, the results of the MFRM analysis may not be on the same scale and therefore may not be fairly compared. Given non-trivial numbers of raters and/or objects to rate, there are numerous possible incomplete designs with various levels of linkage. The literature provides little guidance on the extent to which differently linked rating designs might affect the results of a MFRM analysis. Eighty different subsets of data were extracted from a pre-existing fully-crossed rating data set originally gathered from 24 essays rated by eight raters. These subsets represented 20 different incomplete rating designs and four specific assignments of raters to essays. The subsets of rating data were analyzed in Facets software to investigate the effects of incomplete rating designs on the MFRM results. The design attributes related to linkage that were varied in the incomplete designs include (a) rater coverage: the number of raters-per-essay, (b) repetition-size: the number of essays rated in one repetition of the sub-design pattern, (c) design structure: the linking network structure of the incomplete design, and (d) rater order: the specific assignments of raters to essays. A number of plots and graphs were used to visualize the incomplete designs and the rating results. Several measures including the observed and fair averages for raters and essays from the 80 MFRM analyses were compared against the fair averages for the fully-crossed design. Results varied widely depending on different combinations of design attributes and rater orders. Rater coverage had the overall largest effect, with rater order producing larger ranges of values for sparser designs. Many of the observed averages for raters and essays more closely approximated the results from the fully-crossed design than did the adjusted fair-averages, particularly for the more sparsely linked designs. The stability of relative standing measures was unexpectedly low.
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Njiru, Joseph Njeru. "Measuring academic motivation to achieve for high school students using a Rasch measurement model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1320.
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Many models have been offered on students' motivation to achieve academically. However, most studies on motivation of students to achieve academically are called into question because they do not use an interval level scale, based on a good theoretical model, where attitude items are connected to behaviour items, even though motivation is defined as linked to behaviour. On the other hand, many researchers do not use qualitative methodologies as a preferred method to validate and triangulate data obtained from the questionnaire so as to add scope and breadth to the study. Most researchers have only used either qualitative or quantitative methods but not both. This study uses both the questionnaire and the Interview format so as to allow for flexibility and 'the opportunity to clarify questions and responses with the subjects in order to understand more about students' motivation to achieve academically. The study had two phases. The first phase involved completing a questionnaire on motivation to achieve academically. In this phase, a person convenience sample of 522 high school students of senior (A-level) classes (Years 12 and 13) was used. The sample was taken from three high schools in Kota Kinabalu, Sabah state in Malaysia. The sample consisted of 294 girls (56%) and 228 boys (44%). The stem-item sample• was initially 50, and was written in ordered-by-difficulty patterns. Phase one involved testing a conceptual model of academic motivation involving attitudes and behaviours in relation to three main aspects (striving for excellence, desire to learn, and personal incentives) and 12 sub-aspects. The motivation scale created in this study supports the view that nine out of 12 sub-aspects form the structure of motivation for years 12 and 13 students in Malaysia. The supported structure involves striving for excellence (standards, goals, tasks, effort, and ability) (but not values), desire to learn (interest and learning from others) (but not responsibility for Learning), and personal incentives (extrinsic, intrinsic) (but not social rewards). A unidimensional, linear scale of academic motivation was created with 20 stem-items (30 were discarded) using the Extended Logistic Model of Rasch (Andrich, 1988a, 1988b; Rasch, 1980/1960) with the computer Program Rasch Unidimensional Measurement Models (RUMM-2010) (Andrich, Sheridan, Lyne & Luo, 2000). The iii structures, patterns and the psychometric properties of the scale were analysed to understand the meaning of the results. Twenty Motivation items fitted the model and were 'easier' than their corresponding behaviour items, as conceptualised. They fanned an excellent scale in which the proportion of observed variance considered true was 0.92. There was good agreement amongst students to the different 'difficulties’ of the items on the scale and there was a good fit to the measurement model. A good scale of academic motivation to achieve for high school students was created, and the data for the 20 stem-items were valid and reliable. The structure of motivation that was created is based on three 151 order orientations, striving for excellence, desire to learn and personal incentives and nine 2nd order orientations. These are standards, ability, goals, tasks, effort as part of striving for excellence; interest, and learning from others as part of desire to learn and intrinsic rewards, extrinsic rewards as part of personal incentives. In the second phase of the study, semi-structured face-to-face interviews were conducted, using a sample of 45 students, who had participated in answering the questionnaire. This was done to validate and triangulate data obtained from the questionnaire, and to add scope and breadth to the study. The interviews explored students' opinions, experiences, and perceptions of motivation to achieve academically. The interviews were based on validating, clarifying, and seeking further information, on issues identified in the questionnaire. Participation in the interviews was on a voluntary basis, and interviews were conducted in the students' schools. Twenty-five of the student participants were boys and the other twenty were girls. Students' responses suggest that students have different perceptions of academic motivation, have different levels of motivation, and are motivated to achieve academically for various reasons. The results also show that students lack motivation to achieve academically because they make faulty attributions and do not recognise the importance of the aspects of their own motivation to achieve academically. Fear of failure is a way for students to protect their self-esteem and is also common among students. The findings of this research project have implications for high school teachers, administrators, teacher educators, Rasch measurement models and future research on motivation.
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Mair, Patrick, and Reinhold Hatzinger. "Extended Rasch Modeling: The eRm Package for the Application of IRT Models in R." Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 2007. http://epub.wu.ac.at/332/1/document.pdf.
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Item response theory models (IRT) are increasingly becoming established in social science research, particularly in the analysis of performance or attitudinal data in psychology, education, medicine, marketing and other fields where testing is relevant. We propose the R package eRm (extended Rasch modeling) for computing Rasch models and several extensions. A main characteristic of some IRT models, the Rasch model being the most prominent, concerns the separation of two kinds of parameters, one that describes qualities of the subject under investigation, and the other relates to qualities of the situation under which the response of a subject is observed. Using conditional maximum likelihood (CML) estimation both types of parameters may be estimated independently from each other. IRT models are well suited to cope with dichotomous and polytomous responses, where the response categories may be unordered as well as ordered. The incorporation of linear structures allows for modeling the effects of covariates and enables the analysis of repeated categorical measurements. The eRm package fits the following models: the Rasch model, the rating scale model (RSM), and the partial credit model (PCM) as well as linear reparameterizations through covariate structures like the linear logistic test model (LLTM), the linear rating scale model (LRSM), and the linear partial credit model (LPCM). We use an unitary, efficient CML approach to estimate the item parameters and their standard errors. Graphical and numeric tools for assessing goodness-of-fit are provided. (author's abstract)<br>Series: Research Report Series / Department of Statistics and Mathematics
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Harrell, Leigh Michelle. "Accuracy of Global Fit Indices as Indictors of Multidimensionality in Multidimensional Rasch Analysis." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/29656.
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Most research on confirmatory factor analysis using global fit indices (AIC, BIC, AICc, and CAIC) has been in the structural equation modeling framework. Little research has been done concerning application of these indices to item response models, especially within the framework of multidimensional Rasch analysis. The results of two simulations studies that investigated how sample size, between-dimension correlation, and test length affect the accuracy of these indices in model recovery using a multidimensional Rasch analysis are described in this dissertation. The first study analyzed dichotomous data, with model-to-data misfit as an additional independent variable. The second study analyzed polytomous data, with rating scale structure as an additional independent variable. The interaction effect between global fit index and between-dimension correlation had very large effect sizes in both studies. At higher values of between-dimension correlation, AIC indicated the correct two-dimension generating structure slightly more often than does the BIC or CAIC. The correlation by test length interaction had an odds ratio indicating practical importance in the polytomous study but not the dichotomous study. The combination of shorter tests and higher correlations resulted in a difficult-to-detect distinction being modeled with less statistical information. The correlation by index interaction in the dichotomous study had an odds ratio indicating practical importance. As expected, the results demonstrated that violations of the Rasch model assumptions are magnified at higher between-dimension correlations. Recommendations for practitioners working with highly correlated multidimensional data include creating moderate length (roughly 40 items) instruments, minimizing data-to-model misfit in the choice of model used for confirmatory factor analysis (MRCMLM or other MIRT models), and making decisions based on multiple global indices instead of depending on one index in particular.<br>Ph. D.
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Kinsey, Tari L. "A Comparison of IRT and Rasch Procedures in a Mixed-Item Format Test." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4316/.
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This study investigated the effects of test length (10, 20 and 30 items), scoring schema (proportion of dichotomous ad polytomous scoring) and item analysis model (IRT and Rasch) on the ability estimates, test information levels and optimization criteria of mixed item format tests. Polytomous item responses to 30 items for 1000 examinees were simulated using the generalized partial-credit model and SAS software. Portions of the data were re-coded dichotomously over 11 structured proportions to create 33 sets of test responses including mixed item format tests. MULTILOG software was used to calculate the examinee ability estimates, standard errors, item and test information, reliability and fit indices. A comparison of IRT and Rasch item analysis procedures was made using SPSS software across ability estimates and standard errors of ability estimates using a 3 x 11 x 2 fixed factorial ANOVA. Effect sizes and power were reported for each procedure. Scheffe post hoc procedures were conducted on significant factos. Test information was analyzed and compared across the range of ability levels for all 66-design combinations. The results indicated that both test length and the proportion of items scored polytomously had a significant impact on the amount of test information produced by mixed item format tests. Generally, tests with 100% of the items scored polytomously produced the highest overall information. This seemed to be especially true for examinees with lower ability estimates. Optimality comparisons were made between IRT and Rasch procedures based on standard error rates for the ability estimates, marginal reliabilities and fit indices (-2LL). The only significant differences reported involved the standard error rates for both the IRT and Rasch procedures. This result must be viewed in light of the fact that the effect size reported was negligible. Optimality was found to be highest when longer tests and higher proportions of polytomous scoring were applied. Some indications were given that IRT procedures may produce slightly improved results in gathering available test information. Overall, significant differences were not found between the IRT and Rasch procedures when analyzing the mixed item format tests. Further research should be conducted in the areas of test difficulty, examinee test scores, and automated partial-credit scoring along with a comparison to other traditional psychometric measures and how they address challenges related to the mixed item format tests.
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Pak, Seohong. "Ability parameter recovery of a computerized adaptive test based on rasch testlet models." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5977.
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The purpose of this study was to investigate the effects of various testlet characteristics in terms of an ability parameter recovery under the modality of computerized adaptive test (CAT). Given the popularity of using CATs and the high frequency of emerging testlets into exams as either mixed format or not, it was important to evaluate the various conditions in a testlet-based CAT fitted testlet response theory models. The manipulated factors of this study were testlet size, testlet effect size, testlet composition, and exam format. The performance of each condition was compared with the true thetas which were 81 equally spaced points from -3.0 to +3.0. For each condition, 1,000 times of replication process were conducted with respect to overall bias, overall standard error, overall RMSE, conditional bias, conditional standard error, conditional RMSE, as well as conditional passing rate. The conditional results were presented in the pre-specified intervals.
Several significant conclusions were made. Overall, the mean theta estimates over 1,000 replications were close to the true thetas regardless of manipulated conditions. In terms of aggregated overall RMSE, predictable relationships were found in four study factors: A larger amount of error was associated with a longer testlet, a bigger effect size, a random composition, and a testlet only exam format. However, when the aggregated overall bias was considered, only two effects were observed: a large difference among three testlet length conditions, and almost no difference between two testlet composition conditions. As expected, conditional SEMs for all conditions showed a U-shape across the theta scale. The noticeable discrepancy occurred only within the testlet length condition: more error was associated with the condition of the longest testlet length compared to the short and medium length conditions. Conditional passing rate showed little discrepancy among conditions within each facto, so no particular association was found.
In general, a short testlet length is better, a small testlet effect size is better, a homogeneous difficulty composition is better, and a mixed format is better in terms of the smaller amount of error found in this study. Other than these obvious findings, some interaction effects were also observed. When the medium or large (i.e., greater than .50) testlet effect was suspicious, it was better to have a short length testlet. It was also found that using a mixed-format exam increased the accuracy of the random difficulty composition. However, this study was limited by several other factors which were controlled to be the same across the conditions: a fixed length exam, no content balancing, and the uniform testlet effects. Consequently, plans for improvements in terms of generalization were also discussed.
28
Stephens, Paul. "UNDERGRADUATE STUDENT SATISFACTION: INVESTIGATING THE MEASUREMENT, DIMENSIONALITY, AND NATURE OF THE CONSTRUCT USING THE RASCH MODEL." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/25.
Full textAbstract:
Of the many potential and espoused outcomes of higher education, it was satisfaction that rose to prominence for Alexander Astin, stating, “it is difficult to argue that student satisfaction can be legitimately subordinated to any other education outcome” (1993, p. 273). This high endorsement of the construct of satisfaction is backed by a plethora of arguments of its importance for college and university decision makers. A thorough and accurate rendering of student satisfaction measurement is requisite.
To calculate student satisfaction as the magnitude of item endorsement leaves a measure that is sample specific. The goal of a universal and unidimensional measure is only advanced by determining which items do or do not contribute to a model of linearity and unidimensionality. This research utilizes the Rasch model to advance exploration of the variable of student satisfaction. Using data collected from the Noel-Levitz Student Satisfaction Inventory, analysis was conducted to determine if reported ascribed importance and experienced satisfaction adhered to the assumption of the Rasch model.
Results suggest that student satisfaction and ascribed importance do adhere to these assumptions of measurement, but only after ordinal rankings of dissatisfaction are collapsed into a single entity. The determined separation of satisfaction and dissatisfaction likens Herzberg’s Motivation-Hygiene Theory. Additional discussion and implications focus on contrasting analysis when applying the Rasch analysis relative to classical test theory, recommendations of modified instrument scaling to better capture the construct, implications for higher education, and heightened understanding of student satisfaction as a whole.
29
Chungbaek, Youngyun. "Impacts of Ignoring Nested Data Structure in Rasch/IRT Model and Comparison of Different Estimation Methods." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77086.
Full textAbstract:
This study involves investigating the impacts of ignoring nested data structure in Rasch/1PL item response theory (IRT) model via a two-level and three-level hierarchical generalized linear model (HGLM). Currently, Rasch/IRT models are frequently used in educational and psychometric researches for data obtained from multistage cluster samplings, which are more likely to violate the assumption of independent observations of examinees required by Rasch/IRT models. The violation of the assumption of independent observation, however, is ignored in the current standard practices which apply the standard Rasch/IRT for the large scale testing data. A simulation study (Study Two) was conducted to address this issue of the effects of ignoring nested data structure in Rasch/IRT models under various conditions, following a simulation study (Study One) to compare the performances of three methods, such as Penalized Quasi-Likelihood (PQL), Laplace approximation, and Adaptive Gaussian Quadrature (AGQ), commonly used in HGLM in terms of accuracy and efficiency in estimating parameters.
As expected, PQL tended to produce seriously biased item difficulty estimates and ability variance estimates whereas almost unbiased for Laplace or AGQ for both 2-level and 3-level analysis. As for the root mean squared errors (RMSE), three methods performed without substantive differences for item difficulty estimates and ability variance estimates in both 2-level and 3-level analysis, except for level-2 ability variance estimates in 3-level analysis. Generally, Laplace and AGQ performed similarly well in terms of bias and RMSE of parameter estimates; however, Laplace exhibited a much lower convergence rate than that of AGQ in 3-level analyses.
The results from AGQ, which produced the most accurate and stable results among three computational methods, demonstrated that the theoretical standard errors (SE), i.e., asymptotic information-based SEs, were underestimated by at most 34% when 2-level analyses were used for the data generated from 3-level model, implying that the Type I error rate would be inflated when the nested data structures are ignored in Rasch/IRT models. The underestimated theoretical standard errors were substantively more severe as the true ability variance increased or the number of students within schools increased regardless of test length or the number of schools.<br>Ph. D.
30
Waheed, Leela. "Development and Application of a Rasch Model Measure of Student Competency in University Introductory Computer Programming." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/70513.
Full textAbstract:
University computer programming instruction nomenclature commonly uses the term Computer Science 1 (CS1) to describe introductory units of study. Success in CS1 is important as a pre-requisite for further study in programming and related disciplines. It is important to measure student progress and the antecedent influences. This study applied the Rasch Model and Messick’s Unified Theory of Validity to construct an interval level measure of CS1 competency with demonstrable suitability for this purpose.
31
Goulart, Reane Franco. "Medida de habilidade em programação funcional via modelagem de Rasch com validação dicotômica." Universidade Federal de Uberlândia, 2011. https://repositorio.ufu.br/handle/123456789/14307.
Full textAbstract:
Changes in the process of teaching and learning can be both useful and nonuseful
to enhance students learning. This work tried to show that current
teaching methods not always meet the needs efficiently when it comes to
improve students skills. For that, it relied on experiments with Language
Programming subject matter s students. It did so because such a subject
matter poses questions whose answers can be answered freely because its
codes can be written in many ways , while its assessment is dichotomic.
Teacher s didactic procedures, methodology applied in classes, programming
language, and the time taken to develop the work proposed were the categories
considered in the research. In an experimental group of students,
Robert Mager s theory was applied to compare their learning. In such theory,
instructional aims are supposed to provide a statement on the information
students will get and on their understanding and ability to use them after
the course ends. Conclusion is that students skills and performance were
improved, that is to say, that there was an increase of knowledge, which can
be measured and presented graphically by Rasch model.<br>Mudanças no processo de ensino e aprendizagem podem ser tanto benéficas
quanto ineficazes para o aprendizado do aluno. Este trabalho buscou mostrar
que métodos de ensino atuais não suprem com eficiência a necessidade
de melhorar as habilidades discentes. Para tanto, recorreram-se a experimentos
com alunos da disciplina Linguagem de Programação porque esta
apresenta questões cujas respostas são livres ou seja, porque os códigos
podem ser feitos de diversas maneiras , enquanto a avaliação é dicotômica.
Avaliaram-se os procedimentos didáticos do professor, a metodologia usada
nas aulas, a linguagem de programação e o tempo usado para desenvolver o
exercício proposto. Em uma das turmas experimentais, a teoria de Robert
Mager foi aplicada para comparar o aprendizado dos alunos. Nessa teoria, os
objetivos instrucionais preveem a declaração sobre o que o aluno vai receber
de informação e se as compreendeu para ser capaz de usá-las após o término
do curso. Concluiu-se que houve melhoria na habilidade e no desempenho
dos alunos, isto é, aumento no conhecimento mensurável e demonstrável graficamente
pelo modelo de Rasch.<br>Doutor em Ciências
32
Strasser, Helmut. "The covariance structure of conditional maximum likelihood estimates." Oldenbourg Verlag, 2012. http://epub.wu.ac.at/3619/1/covariance_final.pdf.
Full textAbstract:
In this paper we consider conditional maximum likelihood (cml) estimates for
item parameters in the Rasch model under random subject parameters. We give
a simple approximation for the asymptotic covariance matrix of the cml-estimates.
The approximation is stated as a limit theorem when the number of item parameters
goes to infinity. The results contain precise mathematical information on the order
of approximation.
The results enable the analysis of the covariance structure of cml-estimates when
the number of items is large. Let us give a rough picture. The covariance matrix has
a dominating main diagonal containing the asymptotic variances of the estimators.
These variances are almost equal to the efficient variances under ml-estimation when
the distribution of the subject parameter is known. Apart from very small numbers
n of item parameters the variances are almost not affected by the number n. The
covariances are more or less negligible when the number of item parameters is large.
Although this picture intuitively is not surprising it has to be established in precise
mathematical terms. This has been done in the present paper.
The paper is based on previous results [5] of the author concerning conditional
distributions of non-identical replications of Bernoulli trials. The mathematical background
are Edgeworth expansions for the central limit theorem. These previous results
are the basis of approximations for the Fisher information matrices of cmlestimates.
The main results of the present paper are concerned with the approximation
of the covariance matrices.
Numerical illustrations of the results and numerical experiments based on the
results are presented in Strasser, [6]. (author's abstract)
33
Cherednichenko, Olga, Olha Yanholenko, and Olena Iakovleva. "Web-Based Monitoring and Evaluation: Research Activity Assessment Case Study." Thesis, EDIS Publishing Institution of the University of Zilina, 2013. http://repository.kpi.kharkov.ua/handle/KhPI-Press/46706.
Full textAbstract:
The work is devoted to issues of monitoring and evaluation system development. It is suggested to use the web as the source of data for monitoring. The assessment of web-based indicators for monitoring is realized with the help of Rasch model. The application of suggested approach is illustrated by the case study of universities research activity assessment.
34
SIMONETTO, ANNA. "Estimation procedures for latent variable models with psychological traits." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/17370.
Full textAbstract:
The starting point for this thesis is a concrete problem: to measure, using
statistical models, aspects of subjective perceptions and assessments and to
understand their dependencies. The objective is to study the
statistical properties of some estimators of the parameters of regression models
with variables affected by measurement errors. These models are widely
used in surveys based on questionnaires developed to detect subjective assessments
and perceptions with Likert-type scales. It is a highly debated topic,
as many of the relevant aspects in this field are not directly observable and
therefore the variables used to estimate them are affected by measurement
errors. The models with measurement errors were very thorough in literature. In this work we will
developed two of the most used approaches that the authors have with this topic. Obviously, according to the approach chosen,
different models were proposed to estimate the relationships between
variables affected by measurement error. After exposing the main features
of these models, the thesis focuses on providing an original contribution to
comparative analysis of the two presented approaches.
35
au, etor@nd edu, and Geok Hwa Tor. "Measuring youth civic development in Malaysia: Conceptualization, instrument development using the Rasch measurement model, and substantive outcomes." Murdoch University, 2010. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100227.153706.
Full textAbstract:
This study concerned the development of measures for youth civic development in Malaysia with four major goals in mind, namely conceptual, measurement, baseline/pragmatic, and predictive goals. It was a preliminary study of its kind in Malaysia as Malaysia did not participate in any international or regional study such as the IEA Civic Study. The central intention of the study was to establish a conceptually valid assessment framework and psychometrically sound instruments for the measurement of youth civic development in Malaysia. This would, in turn, provide some baseline information upon which future research on youth civic development in Malaysia could build.
Civics as a subject was removed from the Malaysian school curriculum in the early 1980s and Civic and Citizenship Education as a specific subject, with an explicit structure and curriculum framework, was reintroduced only in 2005. It was not feasible at the time when this study was conducted to conduct a specific assessment on the outcomes for school-aged students as explicated and expected in the curriculum framework. Therefore, the post-school-aged group of young undergraduates in public universities within the age range of 17-28 was selected as the target population.
Firstly, a conceptualisation of youth civic development was synthesized by identifying current views on citizenship, as set out in the international literature and, specifically, in Malaysia in two major documents the Rukenagara and Vision2020. Civic development consists of three variables of Civic Knowledge (CK) (knowledge about the legal status and associated rights and responsibilities of citizens); Civic Disposition (CD) (views on identity and attitudes as a citizen); and Civic Engagement (CE) (participation as a citizen). The relationship between civic development variables was explicated through a Neo-Vygotskian cultural-historical theory of human development. In addition, Bronfenbrenners Socio-Ecological Theory of human development was adopted for the selection of contextual and individual factors (the independent variables) for the conceptual model. To help ensure cross-cultural validity for use within the Malaysian socio-cultural context, the three dependent variables of CK, CD and CE, and the independent variables were appraised for their suitability for use within the Malaysian socio-cultural context before they were operationalized into observable indicators.
Secondly, the Rasch measurement paradigm, framework and model were adopted as the foundation for instrument development and validation. The procedures for instrument development followed Wilsons model of four building blocks of instrument development (Wilson, 2005). Three instruments were developed for this study, namely The Malaysian Civic Knowledge Inventory (MCKI), The Malaysian Civic Disposition Inventory (MCDI), and the Malaysian Civic Engagement Inventory (MCEI). Items from existing instruments in international literature were adopted or adapted for the three instruments, especially the MCEI, if there was construct equivalence in Rukunegara and Vision 2020. This was to ensure a cumulative tradition in research on youth civic development. Most of the items in the MCKI and the MCDI however were developed specifically for this study to capture the specificity of the civic culture of Malaysia.
The target population for the study was undergraduate students enrolled in Malaysian public universities. Students at one public university were chosen as the accessible population. Data were collected in February 2006 (pilot study) and from July to August 2006 (main study). The sample for this study (N=1391) was drawn through multistage cluster sampling by study concentration, level of study, and clusters based on lecture/tutorial group. The sample also, by default, included major inherent characteristics of the target population, particularly gender (Male and Female) and ethnicity (Malay, Chinese, Indian and other ethnic groups).
Rasch analyses confirmed the three-dimensional structure of youth civic development. Three measurement scales with acceptable psychometric properties were established to provide measures for the three dependent variables of CK, CD and CE. The hypotheses about civic development (in terms of CK, CD and CE) as a tool and result activity were tested through path analyses of mediational relationships based on Baron and Kennys criteria (1986) using the Rasch-derived linearized scores from the main study. Analyses provided statistical support for a bidirectional association between each pair of CK, CD and CE, despite the low inter-correlations between them.
This study revealed that, on average, youth in this study demonstrated a moderately high level of CK (Mean =1.11, SD = 0.77), a positive CD (Mean = 1.25; SD = 0.63) but a moderately low CE (Mean = -0.44; SD = 0.92). The Malay sub-sample scored, on average, higher on all three dimensions of civic development. The results of hierarchical multiple regressions however showed the effect of ethnicity (Malay or Non-Malay) was statistically non-significant when other contextual (home, curricular and co-curricular) variables were entered into the regression equation. This indicates it is not ethnicity that predicts levels of civic development, but rather it is the differences in other socio-political entitlements and status associated with ethnic status. Three selected collective social-contextual factors of home, curriculum and co-curriculum explained only a fairly modest but statistically significant amount of variance (10 to 20%) in the dependent variables.
Finally, the findings were discussed in relation to the theoretical perspectives undergirding this study. Pragmatic implications for policy planning as well as other relevant stakeholders involved in youth civic development are also discussed.
36
Al-Shayeb, Abdelhafez Q. "Improving predictive validity of traditional pre-admission measures by adjusting the cumulative GPA using the Rasch model /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933245538451.
Full text
37
Seol, Huynsoo. "Sensitivity of five Rasch-model-based fit indices to selected person and item aberrances : a simulation study /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949508369046.
Full text
38
Jones, Neil. "An item bank for testing English language proficiency : using the Rasch model to construct an objective measure." Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/19880.
Full textAbstract:
This study describes the construction of an instrument for testing English language proficiency: a bank of about a thousand quite heterogeneous items, covering a range from beginner level to advanced. The software is specially written, to enable teachers to make tests easily, choosing level and content areas; it also supports computer-adaptive testing, with more task variety than has been usual. The Rasch item response model is used to locate the items on a single difficulty scale. Rasch analysis makes possible the <i>objective measurement</i> of psychological traits, which means essentially that constructs having no physical counterpart, like language proficiency, can be treated analogously to physical objects, quantities of which can be measured in conventional fixed units. The question is asked whether language proficiency <i>can</i> be conceived of in simple enough terms to make objective measurement feasible. A review of the fields of second-language acquisition studies, language testing and teaching concludes that language proficiency (in some aspect) is a reasonable candidate for the construction of a unidimensional trait. Analysis of the items in the bank confirms that they fit to a unidimensional trait, and that the Rasch model performs satisfactorily, although calibrations of badly-targetted items are distorted. A multiple regression analysis is used to investigate item difficulty, and thus what it is that the bank really measures. A causal model in which an item's <i>content</i> (the language problem tested) is placed first finds <i>method facts</i> (e.g. the form of response) to be weak predictors of difficulty. What makes language test items difficult, it is concluded, is mostly the difficulty of the language problems tested. Qualitative analysis of items grouped by content is also informative. It appears that item difficulty is largely (though not entirely) explicable in terms of factors that should be included in a theory of language learning.
39
Bourke, Mary P. "Measuring nursing educators' beliefs about diversity in personal and professional contexts : Rasch model diagnostics and scale analysis /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3303325.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Education, 2007.<br>Title from PDF t.p. (viewed Nov. 3, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: B, page: 0928. Adviser: Jesse Goodman.
40
Gianopulos, Garron. "The robustness of Rasch true score preequating to violations of model assumptions under equivalent and nonequivalent populations." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002646.
Full text
41
Tor, Geok Hwa. "Measuring youth civic development in Malaysia : conceptualization, instrument development using the Rasch measurement model, and substantive outcomes /." Murdoch University Theses, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100227.153706.
Full text
42
Tor, Geok Hwa. "Measuring youth civic development in Malaysia: Conceptualization, instrument development using the Rasch measurement model, and substantive outcomes." Thesis, Tor, Geok Hwa (2010) Measuring youth civic development in Malaysia: Conceptualization, instrument development using the Rasch measurement model, and substantive outcomes. PhD thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/1810/.
Full textAbstract:
This study concerned the development of measures for youth civic development in Malaysia with four major goals in mind, namely conceptual, measurement, baseline/pragmatic, and predictive goals. It was a preliminary study of its kind in Malaysia as Malaysia did not participate in any international or regional study such as the IEA Civic Study. The central intention of the study was to establish a conceptually valid assessment framework and psychometrically sound instruments for the measurement of youth civic development in Malaysia. This would, in turn, provide some baseline information upon which future research on youth civic development in Malaysia could build.
Civics as a subject was removed from the Malaysian school curriculum in the early 1980s and Civic and Citizenship Education as a specific subject, with an explicit structure and curriculum framework, was reintroduced only in 2005. It was not feasible at the time when this study was conducted to conduct a specific assessment on the outcomes for school-aged students as explicated and expected in the curriculum framework. Therefore, the post-school-aged group of young undergraduates in public universities within the age range of 17-28 was selected as the target population.
Firstly, a conceptualisation of youth civic development was synthesized by identifying current views on citizenship, as set out in the international literature and, specifically, in Malaysia in two major documents – the Rukenagara and Vision2020. Civic development consists of three variables of Civic Knowledge (CK) (knowledge about the legal status and associated rights and responsibilities of citizens); Civic Disposition (CD) (views on identity and attitudes as a citizen); and Civic Engagement (CE) (participation as a citizen). The relationship between civic development variables was explicated through a Neo-Vygotskian cultural-historical theory of human development. In addition, Bronfenbrenner’s Socio-Ecological Theory of human development was adopted for the selection of contextual and individual factors (the independent variables) for the conceptual model. To help ensure cross-cultural validity for use within the Malaysian socio-cultural context, the three dependent variables of CK, CD and CE, and the independent variables were appraised for their suitability for use within the Malaysian socio-cultural context before they were operationalized into observable indicators.
Secondly, the Rasch measurement paradigm, framework and model were adopted as the foundation for instrument development and validation. The procedures for instrument development followed Wilson’s model of four building blocks of instrument development (Wilson, 2005). Three instruments were developed for this study, namely The Malaysian Civic Knowledge Inventory (MCKI), The Malaysian Civic Disposition Inventory (MCDI), and the Malaysian Civic Engagement Inventory (MCEI). Items from existing instruments in international literature were adopted or adapted for the three instruments, especially the MCEI, if there was construct equivalence in Rukunegara and Vision 2020. This was to ensure a cumulative tradition in research on youth civic development. Most of the items in the MCKI and the MCDI however were developed specifically for this study to capture the specificity of the civic culture of Malaysia.
The target population for the study was undergraduate students enrolled in Malaysian public universities. Students at one public university were chosen as the accessible population. Data were collected in February 2006 (pilot study) and from July to August 2006 (main study). The sample for this study (N=1391) was drawn through multistage cluster sampling by study concentration, level of study, and clusters based on lecture/tutorial group. The sample also, by default, included major inherent characteristics of the target population, particularly gender (Male and Female) and ethnicity (Malay, Chinese, Indian and other ethnic groups).
Rasch analyses confirmed the three-dimensional structure of youth civic development. Three measurement scales with acceptable psychometric properties were established to provide measures for the three dependent variables of CK, CD and CE. The hypotheses about civic development (in terms of CK, CD and CE) as a ‘tool and result’ activity were tested through path analyses of mediational relationships based on Baron and Kenny’s criteria (1986) using the Rasch-derived linearized scores from the main study. Analyses provided statistical support for a bidirectional association between each pair of CK, CD and CE, despite the low inter-correlations between them.
This study revealed that, on average, youth in this study demonstrated a moderately high level of CK (Mean =1.11, SD = 0.77), a positive CD (Mean = 1.25; SD = 0.63) but a moderately low CE (Mean = -0.44; SD = 0.92). The Malay sub-sample scored, on average, higher on all three dimensions of civic development. The results of hierarchical multiple regressions however showed the effect of ethnicity (Malay or Non-Malay) was statistically non-significant when other contextual (home, curricular and co-curricular) variables were entered into the regression equation. This indicates it is not ethnicity that predicts levels of civic development, but rather it is the differences in other socio-political entitlements and status associated with ethnic status. Three selected collective social-contextual factors of home, curriculum and co-curriculum explained only a fairly modest but statistically significant amount of variance (10 to 20%) in the dependent variables.
Finally, the findings were discussed in relation to the theoretical perspectives undergirding this study. Pragmatic implications for policy planning as well as other relevant stakeholders involved in youth civic development are also discussed.
43
Tor, Geok Hwa. "Measuring youth civic development in Malaysia: Conceptualization, instrument development using the Rasch measurement model, and substantive outcomes." Tor, Geok Hwa (2010) Measuring youth civic development in Malaysia: Conceptualization, instrument development using the Rasch measurement model, and substantive outcomes. PhD thesis, Murdoch University, 2010. http://researchrepository.murdoch.edu.au/1810/.
Full textAbstract:
This study concerned the development of measures for youth civic development in Malaysia with four major goals in mind, namely conceptual, measurement, baseline/pragmatic, and predictive goals. It was a preliminary study of its kind in Malaysia as Malaysia did not participate in any international or regional study such as the IEA Civic Study. The central intention of the study was to establish a conceptually valid assessment framework and psychometrically sound instruments for the measurement of youth civic development in Malaysia. This would, in turn, provide some baseline information upon which future research on youth civic development in Malaysia could build.
Civics as a subject was removed from the Malaysian school curriculum in the early 1980s and Civic and Citizenship Education as a specific subject, with an explicit structure and curriculum framework, was reintroduced only in 2005. It was not feasible at the time when this study was conducted to conduct a specific assessment on the outcomes for school-aged students as explicated and expected in the curriculum framework. Therefore, the post-school-aged group of young undergraduates in public universities within the age range of 17-28 was selected as the target population.
Firstly, a conceptualisation of youth civic development was synthesized by identifying current views on citizenship, as set out in the international literature and, specifically, in Malaysia in two major documents – the Rukenagara and Vision2020. Civic development consists of three variables of Civic Knowledge (CK) (knowledge about the legal status and associated rights and responsibilities of citizens); Civic Disposition (CD) (views on identity and attitudes as a citizen); and Civic Engagement (CE) (participation as a citizen). The relationship between civic development variables was explicated through a Neo-Vygotskian cultural-historical theory of human development. In addition, Bronfenbrenner’s Socio-Ecological Theory of human development was adopted for the selection of contextual and individual factors (the independent variables) for the conceptual model. To help ensure cross-cultural validity for use within the Malaysian socio-cultural context, the three dependent variables of CK, CD and CE, and the independent variables were appraised for their suitability for use within the Malaysian socio-cultural context before they were operationalized into observable indicators.
Secondly, the Rasch measurement paradigm, framework and model were adopted as the foundation for instrument development and validation. The procedures for instrument development followed Wilson’s model of four building blocks of instrument development (Wilson, 2005). Three instruments were developed for this study, namely The Malaysian Civic Knowledge Inventory (MCKI), The Malaysian Civic Disposition Inventory (MCDI), and the Malaysian Civic Engagement Inventory (MCEI). Items from existing instruments in international literature were adopted or adapted for the three instruments, especially the MCEI, if there was construct equivalence in Rukunegara and Vision 2020. This was to ensure a cumulative tradition in research on youth civic development. Most of the items in the MCKI and the MCDI however were developed specifically for this study to capture the specificity of the civic culture of Malaysia.
The target population for the study was undergraduate students enrolled in Malaysian public universities. Students at one public university were chosen as the accessible population. Data were collected in February 2006 (pilot study) and from July to August 2006 (main study). The sample for this study (N=1391) was drawn through multistage cluster sampling by study concentration, level of study, and clusters based on lecture/tutorial group. The sample also, by default, included major inherent characteristics of the target population, particularly gender (Male and Female) and ethnicity (Malay, Chinese, Indian and other ethnic groups).
Rasch analyses confirmed the three-dimensional structure of youth civic development. Three measurement scales with acceptable psychometric properties were established to provide measures for the three dependent variables of CK, CD and CE. The hypotheses about civic development (in terms of CK, CD and CE) as a ‘tool and result’ activity were tested through path analyses of mediational relationships based on Baron and Kenny’s criteria (1986) using the Rasch-derived linearized scores from the main study. Analyses provided statistical support for a bidirectional association between each pair of CK, CD and CE, despite the low inter-correlations between them.
This study revealed that, on average, youth in this study demonstrated a moderately high level of CK (Mean =1.11, SD = 0.77), a positive CD (Mean = 1.25; SD = 0.63) but a moderately low CE (Mean = -0.44; SD = 0.92). The Malay sub-sample scored, on average, higher on all three dimensions of civic development. The results of hierarchical multiple regressions however showed the effect of ethnicity (Malay or Non-Malay) was statistically non-significant when other contextual (home, curricular and co-curricular) variables were entered into the regression equation. This indicates it is not ethnicity that predicts levels of civic development, but rather it is the differences in other socio-political entitlements and status associated with ethnic status. Three selected collective social-contextual factors of home, curriculum and co-curriculum explained only a fairly modest but statistically significant amount of variance (10 to 20%) in the dependent variables.
Finally, the findings were discussed in relation to the theoretical perspectives undergirding this study. Pragmatic implications for policy planning as well as other relevant stakeholders involved in youth civic development are also discussed.
44
Ring, Joseph. "Positive Psychology in Education: Hope and time perspective from Rasch, latent growth curve model, and phenomenological research approaches." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/387436.
Full textAbstract:
Applied Linguistics<br>Ed.D.<br>The primary purposes of this study were to identify motivational typologies of growth and stability and identify people who have crossed a boundary in terms of levels of hope and time perspective. This study draws upon two fields, philosophy and psychology. The philosophical framework traces its roots back to American pragmatism and Alfred North Whitehead’s Process Philosophy. The second set of theories proposed for investigation came from the relatively recent empirical endeavor known as positive psychology. Specifically, I tested the construct validity and predictive utility of hope and time perspective as predictors of academic time management and academic outcomes in a Japanese sample. The participants were 467 students attending one of the largest private universities in Japan. Several instruments were used to measure the relationship between hope and time perspective as independent variables and self-reported academic outcomes. The instruments were the Hope Disposition Survey, the Zimbardo Time Perspective Inventory, self-reported TOEIC and GPA scores, and the Vocabulary Size Test. The research design was a quantitative and qualitative mixed-methods research plan. Two relatively recent constructs from the area of positive psychology research known as hope theory (a goal-oriented construct) and the Zimbardo Time Perspective Inventory were utilized for empirical investigation. The use of a mixed-method research design allowed this study to add to our knowledge of the roles of hope and time management in goal directed behavior. The analytical tools included the Rasch model, confirmatory factor analyses (CFA), structural equation modeling (SEM), and latent growth curve modeling (LGM). The qualitative analysis was a phenomenological investigation (similar to a case study) into the relationship between affect, cognition, and motivation utilizing a Process Philosophy framework. Results of the Rasch and CFA indicated that hope and time perspective were viable constructs for this sample. The hope SEM results indicated that hope had a positive relationship with academic outcomes as hypothesized. The time perspective SEM indicated that future time perspective had a positive relationship and that present-hedonism had a negative relationship with academic behavior as hypothesized. LGM results indicated that study time management had a non-linear relationship with the academic calendar. Both sets of results must be considered with caution due to a design flaw in the data collection instruments and high levels of attrition for the LGMs. Finally, the interview results indicated that students in the sample were extrinsically motivated by situational variables such as professor signals of how to, how much, when to, and what to study and that transitions from secondary to tertiary level studies were difficult for students with low levels of hope. The results were interpreted to suggest that levels of student engagement in the sample were at a less than desirable level when compared to OECD or North American university expectations. However, results were considered to be generally supportive of hope and time perspective theory.<br>Temple University--Theses
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Milliken, Aimee. "The Development and Psychometric Validation of the Ethical Awareness Scale." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107493.
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Thesis advisor: Pamela J. Grace<br>Background: As established in professional codes of ethics, critical care nurses must be equipped to provide good (ethical) patient care. This requires ethical awareness, which involves recognizing the ethical implications of all nursing actions (ranging from the mundane to the dilemmatic). Ethical awareness is imperative in successfully addressing patient needs, however, evidence suggests that the ethical import of everyday issues may often go unnoticed by nurses in practice. Assessing nurses’ ethical awareness is a necessary first step in preparing nurses to identify and manage ethical issues in the highly dynamic critical care environment. Purpose: To use Rasch principles to develop a psychometrically sound instrument to assess the nature and extent of critical care nurses’ ethical awareness in the context of everyday nursing practice, and to assess the success of scale development using a Rasch model. Method: An item bank representing nursing actions was developed (33 items). Content validity testing with nursing ethics experts (n = 5) was performed (CVI-I = 1). Eighteen items were selected for face validity testing with graduate nursing students (n = 7). After revisions, two full-scale pilot administrations were performed to run item analyses. Sample: Critical care nurses (n = 116) at a large academic teaching hospital in New England. Results: Pilot test analyses suggest sufficient item invariance across samples and sufficient construct validity. Final analyses demonstrate a progression of items uniformly along a hierarchical continuum; items that match respondent ability levels; response categories that are sufficiently used; a Principle Components Analysis demonstrating randomness of residuals, and adequate internal consistency (Cronbach’s α = 0.83). Mean ethical awareness scores were in the low/moderate range (M = 34.9/54; logit = -0.21). Conclusion: The results of this study suggest the Ethical Awareness Scale (EAS) is a psychometrically sound, reliable, and valid measure of ethical awareness in critical care nurses<br>Thesis (PhD) — Boston College, 2017<br>Submitted to: Boston College. Connell School of Nursing<br>Discipline: Nursing
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Salzberger, Thomas. "Attempting measurement of psychological attributes." Frontiers Media S.A, 2013. http://dx.doi.org/10.3389/fpsyg.2013.00075.
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Measures of psychological attributes abound in the social sciences as much as measures of physical properties do in the physical sciences. However, there are crucial differences between the scientific underpinning of measurement. While measurement in the physical sciences is supported by empirical evidence that demonstrates the quantitative nature of the property assessed, measurement in the social sciences is, in large part, made possible only by a vague, discretionary definition of measurement that places hardly any restrictions on empirical data. Traditional psychometric analyses fail to address the requirements of measurement as defined more rigorously in the physical sciences. The construct definitions do not allow for testable predictions; and content validity becomes a matter of highly subjective judgment. In order to improve measurement of psychological attributes, it is suggested to, first, readopt the definition of measurement in the physical sciences; second, to devise an elaborate theory of the construct to be measured that includes the hypothesis of a quantitative attribute; and third, to test the data for the structure implied by the hypothesis of quantity as well as predictions derived from the theory of the construct. (author's abstract)
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Knutson, Nichole Marie. "APPLYING THE RASCH MODEL TO MEASURE AND COMPARE FIRST- GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS’ ACADEMIC SELF-EFFICACY." UKnowledge, 2011. http://uknowledge.uky.edu/epe_etds/1.
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Students who are the first in their families to attend college are less likely to earn a college degree as compared to their continuing-generation peers. In efforts to increase college graduation rates for first-generation college students, support programs designed to assist first-generation college students are increasing in numbers. These first- generation programs are relying on existing research to build effective curriculums. Even though an extensive body of literature exists in the fields of self-efficacy and first- generation college students, research investigating the self-efficacy of first-generation college students are extremely limited. The research is further limited when examining academic self-efficacy and generational status. The purpose of this study is to investigate if parental levels of education affect college students’ self-reported levels of academic self-efficacy. The following research questions guided this study: 1) Do survey response hierarchies differ between first-generation college students and their continuing- generation counterparts on a scale that measures academic self-efficacy?, 2) Do levels of item endorsability vary based upon parental levels of education? and 3) Do the results produced from the college student survey support the existing literature on first- generation college students and academic-self-efficacy? Quality control indicators were utilized to assess the soundness of the instrument and to ensure that the rating scale functioned appropriately. Variable maps were used to compare and contrast student responses and item hierarchies. Pairwise differential item functioning (DIF) was used to examine item endorsability based upon levels of parental education. Results encourage practitioners to be mindful of the importance of data-informed decision making.
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Chang, Wen-Chia Claire. "Measuring the complexity of teachers' enactment of practice for equity: A Rasch model and facet theory-based approach." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107345.
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Thesis advisor: Larry H. Ludlow<br>Preparing and supporting teachers to enact teaching practice that responds to diversity, challenges educational inequities, and promotes social justice is a pressing yet daunting and complex task. More research is needed to understand how and to what extent teacher education programs prepare and support teacher candidates to enhance the achievement of all learners while challenging systematic inequity (Cochran-Smith, Ell, Ludlow, Grudnoff, & Aitken, 2014). One piece of empirical evidence needed is a measure that captures the extent to which teachers enact teaching practice for equity. This study developed an instrument – the Teaching Equity Enactment Scenario Scale (TEES) - to measure the extent of equity-centered teaching practice by applying Rasch measurement theory (Rasch, 1960) and Guttman’s facet theory (Borg & Shye, 1995). The research question addressed whether the TEES scale can measure teachers’ self-reported enactment of practice for equity in a reliable, valid, and authentic manner. This study employed a three-phase design, comprising an extensive process of item development, a pilot study and a final full-scale administration. Fifteen scenario-style items were developed to capture the enactment levels of six interconnected principles of teaching practice for equity. Using the Rasch rating scale model the outcome was a 15-item TEES scale that reliably and validly measures increasing levels of teaching practice for equity progressing through low, moderate, and high levels of enactment. The distribution of the scenarios confirmed their hypothesized order and the instrument development principles of Rasch measurement - unidimensionality, variation and a hierarchical order of the items, as well as a uniform continuum defining the construct. The scale also provides meaningful interpretations of what a raw score means regarding one’s equity-centered teaching practice. The overall findings suggest that the novel approach of combining Rasch measurement and facet theory can be successful in developing a scenario-style scale that measures a complex construct. Moreover, the scale can provide the evidence needed in research on preparing and supporting teachers to teach with a commitment to equity and social justice
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Mair, Patrick, and Horst Treiblmaier. "Partial Credit Models for Scale Construction in Hedonic Information Systems." Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/1614/1/document.pdf.
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Information Systems (IS) research frequently uses survey data to measure the interplay between technological systems and human beings. Researchers have developed sophisticated procedures to build and validate multi-item scales that measure real world phenomena (latent constructs). Most studies use the so-called classical test theory (CTT), which suffers from several shortcomings. We first compare CTT to Item Response Theory (IRT) and subsequently apply a Rasch model approach to measure hedonic aspects of websites. The results not only show which attributes are best suited for scaling hedonic information systems, but also introduce IRT as a viable substitute that overcomes severall shortcomings of CTT. (author´s abstract)<br>Series: Research Report Series / Department of Statistics and Mathematics
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Rasch, Dieter, Thomas Rusch, Marie Simeckova, Klaus D. Kubinger, Karl Moder, and Petr Simecek. "Tests of additivity in mixed and fixed effect two-way ANOVA models with single sub-class numbers." Springer, 2009. http://dx.doi.org/10.1070/s00362-009-0254-4.
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In variety testing as well as in psychological assessment, the situation occurs that in a
two-way ANOVA-type model with only one replication per cell, analysis is done under
the assumption of no interaction between the two factors. Tests for this situation are
known only for fixed factors and normally distributed outcomes. In the following we will
present five additivity tests and apply them to fixed and mixed models and to quantitative
as well as to Bernoulli distributed data. We consider their performance via simulation
studies with respect to the type-I-risk and power. Furthermore, two new approaches
will be presented, one being a modification of Tukey's test and the other being a new
experimental design to test for interactions.