Dissertations / Theses on the topic 'Rasch model'
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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.
Full textTitle 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).
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.
Full textLeung, 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.
Full textMelnyk, 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.
Full textLeung, 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.
Full textPELLE, ELVIRA. "Log-linear multidimensional Rasch model for capture-recapture." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52008.
Full textStrasser, 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.
Full textSeries: Research Report Series / Department of Statistics and Mathematics
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.
Full textYoshida, Keitaro. "Evaluation of RELATE Using Rasch Analysis." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2343.
Full textYang, 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.
Full textShillaw, 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.
Full textWestfall, 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.
Full textWestfall, 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.
Full textRoberts, Audrey Conway. "VALIDATION OF A SCHOOL CLIMATE INSTRUMENT USING A RASCH RATING SCALE MODEL." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/49.
Full textHatzinger, 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.
Full textSeries: Research Report Series / Department of Statistics and Mathematics
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.
Full textCurtin, 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.
Full textHatzinger, 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.
Full textSeries: Research Report Series / Department of Statistics and Mathematics
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.
Full textRowles, 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.
Full textEd.D.
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
Temple University--Theses
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.
Full textMcEwen, 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.
Full textNjiru, 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.
Full textMair, 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.
Full textSeries: Research Report Series / Department of Statistics and Mathematics
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.
Full textPh. D.
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/.
Full textPak, 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.
Full textStephens, 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 textChungbaek, 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 textPh. D.
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 textGoulart, 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 textMudanças 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.
Doutor em Ciências
Strasser, Helmut. "The covariance structure of conditional maximum likelihood estimates." Oldenbourg Verlag, 2012. http://epub.wu.ac.at/3619/1/covariance_final.pdf.
Full textCherednichenko, 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 textSIMONETTO, 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 textau, 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 textAl-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 textSeol, 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 textJones, 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 textBourke, 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 textTitle from PDF t.p. (viewed Nov. 3, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: B, page: 0928. Adviser: Jesse Goodman.
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 textTor, 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 textTor, 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 textTor, 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 textRing, 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 textEd.D.
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.
Temple University--Theses
Milliken, Aimee. "The Development and Psychometric Validation of the Ethical Awareness Scale." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107493.
Full textBackground: 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
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
Salzberger, Thomas. "Attempting measurement of psychological attributes." Frontiers Media S.A, 2013. http://dx.doi.org/10.3389/fpsyg.2013.00075.
Full textKnutson, 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.
Full textChang, 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.
Full textPreparing 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
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.
Full textSeries: Research Report Series / Department of Statistics and Mathematics
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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