To see the other types of publications on this topic, follow the link: Rasch.
Dissertations / Theses on the topic 'Rasch'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Rasch.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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 textAbstract:
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)
2
Geck, Martin. "Roland Barthes: »Rasch«." Bärenreiter Verlag, 2012. https://slub.qucosa.de/id/qucosa%3A71887.
Full text
3
Antal, Judit. "Fit indices for the Rasch model." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054222470.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2003.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).
4
Yoshida, Keitaro. "Evaluation of RELATE Using Rasch Analysis." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2343.
Full textAbstract:
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.
5
Jancke, Mathias. "Speichelglykane als Adhäsionsfaktoren bei rasch fortschreitender Parodontitis." [S.l.] : [s.n.], 2002. http://deposit.ddb.de/cgi-bin/dokserv?idn=963801694.
Full text
6
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.
Full text
7
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.
Full text
8
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.
Full text
9
Jancke, Mathias. "Speichelglykane als Adhäsionsfaktoren bei rasch fortschreitender Parodontitis." Doctoral thesis, Humboldt-Universität zu Berlin, Medizinische Fakultät - Universitätsklinikum Charité, 2002. http://dx.doi.org/10.18452/14687.
Full textAbstract:
Glykane aus exokrinen Drüsen stellen ein Schutzsystem der Schleimhautoberflächen dar, indem sie an mikrobielle Adhäsine binden und dadurch Einfluß auf die mikrobielle Besiedelung und Invasion des Wirtes nehmen. 11 Patienten mit rasch fortschreitender Parodontitis (RPP) wurde über jeweils 20 Minuten in Ruhe und unter adrenerger Belastung Speichel aus den großen Speicheldrüsen entnommen und in einem kompetitiven Lektinbindungsinhibitionstest auf die Bindungsfähigkeit an 8 verschiedene Planzenlektine untersucht. Patienten mit RPP zeigen ein anderes Verteilungsmuster der antiadhäsiven Glycane als die Kontrollgruppe. Sie zernieren u.a. aus den Unterkieferdrüsen konstant signifikant mehr Glykane mit endständigen Mannosegruppen, aus der Parotis dagegen nur unter adrenerger Stimulation. Dies zeigt die unterschiedliche Funktion der Drüsen bei der Beeinflussung des Milieus in der Mundhöhle als auch einen unterschiedlichen Erregungszustand des Schleimhautschutzsystems bei Erkrankten und Kontrollen. Aus den Ergebnissen können sich diagnostische Aspekte für das Risiko und den Aktivitätszustand einer parodontalen Erkrankung ergeben.Glycans from exocrine glands create a defense system of the mucosal surfaces by binding to microbial adhesins and interfering with colonisation and invasion of the host. Saliva from 11 patients with rapidly progressive periodontitis (RPP) was collected over a period of 20 minutes each in rest and during adrenergic stimulation. The samples were tested for binding properties to 8 different plant lectins by a competitive lectin binding inhibition test. A pattern of antiadhesive glycans different from the control group is secreted in patients with RPP. The latter constantly secrete significantly more glycans with terminal mannose from the mandibular glands. In the parotis this is only the case during adrenergic stimulation. This demonstrates the different purpose of the glands in maintaining the oral milieu as well as different states of activity of the mucosal defense system in RPP patients and controls. Diagnostic aspects for risk and activity of periodontal diseases can be drawn from these findings.
10
Ludwig, Annette. "Die Architekten Brüder Heinz und Bodo Rasch ein Beitrag zur Architekturgeschichte der zwanziger Jahre." Tübingen Berlin Wasmuth, 2007. http://d-nb.info/989828948/04.
Full text
11
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 textAbstract:
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.
12
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.
Full textAbstract:
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.
13
Wøhlk, Olsen Lina. "Essays on Georg Rasch and his contributions to statistics /." Copenhagen, 2003. http://www.gbv.de/dms/zbw/367192314.pdf.
Full text
14
Shekhar, Shiva [Verfasser], and Alexander [Gutachter] Rasch. "Essays on Industrial Organization / Shiva Shekhar ; Gutachter: Alexander Rasch." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2017. http://d-nb.info/1138114421/34.
Full text
15
Rasch, Frank [Verfasser]. "Reibungsminderung an Stütz- und Führungselementen für Kunststoffketten / Frank Rasch." München : Verlag Dr. Hut, 2012. http://d-nb.info/1025821645/34.
Full text
16
Chincaro, Del Coral Omar Antonio. "Modelo de Rasch dicotómico con aplicación a la educación." Master's thesis, Pontificia Universidad Católica del Perú, 2010. http://tesis.pucp.edu.pe/repositorio/handle/123456789/1476.
Full textAbstract:
En investigaciones de origen cuantitativo generalmente se emplean instrumentos de medición que generan base de datos dicotómicas, en la cual cada persona responde las preguntas o ítems del instrumento. Subyacente a estas respuestas existen variables no observables o variables latentes que caracterizan a las personas evaluadas y a los ítems del instrumento de medición utilizado. En este trabajo se modeló la probabilidad de responder correctamente al ítem en función a sus parámetros mediante el uso de los modelos logísticos o modelos de Rasch. Considerando las respuestas a estas variables latentes de las personas, de lo ítems, y sus supuestos se estimó los parámetros a partir de la función de verosimilitud del modelo.
En esta tesis se mostró diferentes métodos de estimación como el de Máxima Verosimilitud Marginal (MVM) que depende de las puntuaciones que se obtenga en cada ítem, el de Máxima Verosimilitud Condicional (MVCOND) que considerara patrones de respuesta, el método de Máxima Verosimilitud Conjunta (MVC) y el método Bayesiano utilizando Cadenas de Markov y métodos de Monte Carlo (MCMC) como el algoritmo Gibbs Sampling. El Método Bayesiano fué analizado bajo dos esquemas: adaptative rejection sampling (ARS) y el data argumentation gibbs sampling (DAGS). Con estos métodos se estimaron los parámetros de los ítems y las personas evaluadas, los cuales se compararon con estudios de simulación determinándose que el mejor método de estimación es el Bayesiano. El método bayesiano presenta las estimativas más precisas considerando diferentes escenarios de tamaño de muestra y número de ítems frente a los otros métodos de estimación. Adicionalmente no tiene restricción en la estimación frente a valores extremos y finalmente es un método conjunto que estima al mismo tiempo habilidades y dificultades a diferencia de otros métodos que sólo estiman dificultades u otros que estiman ambos pero baja precisión. Finalmente se realizó una aplicación del modelo en el ámbito educacional.Tesis
17
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.
Full textAbstract:
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)Series: Research Report Series / Department of Statistics and Mathematics
18
Reiter, Markus [Verfasser], and Renate [Akademischer Betreuer] Rasch. "Computergestützter Geometrieunterricht in der Grundschule / Markus Reiter. Gutachter: Renate Rasch." Landau : Universitätsbibliothek Landau, 2012. http://d-nb.info/1026700027/34.
Full text
19
Rasch, Felix [Verfasser]. "Das musikalische Aufführungsrecht in Deutschland im 19. Jahrhundert / Felix Rasch." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1199774588/34.
Full text
20
Oliveira, Acacia Maria Lima de. "Análise psicométrica da Daily Spiritual experience scale pelo método Rasch." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/7/7139/tde-01062011-134231/.
Full textAbstract:
Introdução: Diversos instrumentos têm sido propostos na literatura internacional para medir atributos da religiosidade e espiritualidade. A Daily Spiritual Experience Scale (DSES) é um instrumento que busca acessar a dimensão espiritual por meio de experiências que se manifestam na vida diária, como gratidão, compaixão, paz interior, conexão com o transcendente, sem envolvimento com crenças ou comportamentos de uma religião específica. A DSES original e as versões para diferentes países, entre eles o Brasil, foram desenvolvidas e validadas com base na Teoria Clássica dos Testes (TCT). A Teoria da Resposta ao Item (TRI) é uma abordagem da Psicometria Moderna que complementa a TCT incluindo novos métodos para construção, validação e refinamento de instrumentos de medida, entre os quais destaca-se o Método de Rasch. Uma das grandes contribuições deste método é a obtenção de medidas intervalares, permitindo coletar dados de melhor qualidade. Objetivo: Avaliar as propriedades psicométricas da versão brasileira da Daily Spiritual Experience Scale, utilizando o Método Rasch. Método: Este estudo teve como base os dados coletados para a validação clássica da versão brasileira da DSES. Este instrumento e outro de caracterização da amostra foram aplicados por meio de entrevista a 179 pacientes internados em unidades de clínica médica e cirúrgica de dois hospitais, com idade mínima de 18 anos. A DSES é composta de 16 itens, considerados unidimensionais, que são respondidos em escala do tipo Likert variando de 1 a 6 pontos nos 15 primeiros itens e de 1 a 4, no item 16. Menores pontuações no escore total refletem maior freqüência de experiências espirituais. Os itens da DSES foram analisados individualmente quanto à unidimensionalidade e à independência local, com análises seqüenciais das propriedades de aditividade (comportamento das categorias de resposta), Invariância dos itens (Funcionamento Diferencial dos Itens DIF), objetividade específica (calibragem dos itens) e consistência interna (Person Separation Index-PSI). A análise de Rasch foi efetuada com o software RUMM2020. Resultados: Na análise inicial (ajuste dos itens ao modelo Rasch), a unidimensionalidade não foi confirmada e três itens apresentaram dependência local. Cinco itens mostraram categorias de respostas desordenadas, com melhora nos padrões de respostas após colapsar os limiares para quatro categorias. O item 7 pedir ajuda de Deus apresentou DIF em relação à religião e o item 14 aceitação dos outros, em relação a sexo e religião. A exclusão dos itens problemáticos e o ajuste nas categorias das respostas melhoraram o ajuste geral ao modelo. Quanto à objetividade específica, foi observado que os itens alcançaram as pessoas com maior frequência nas experiências espirituais. Embora necessite de alguns ajustes, a versão brasileira da DSES pode ser considerada como uma escala Rasch. Sugere-se a realização de novas pesquisas, em outros contextos e populações, para verificar se o instrumento preserva suas propriedades psicométricas quando analisado pelo método de Rasch.Introduction: Several instruments have been proposed in the international literature to measure attributes of religiosity and spirituality. The Daily Spiritual Experience Scale (DSES) is an instrument that seeks to access the spiritual dimension through experiences that manifest in daily life, with no involvement with beliefs or behaviors of a specific religion. The original DSES and its versions for different countries, including Brazil, have been developed and validated based on Classical Test Theory (CTT). The Item Response Theory (IRT) is an approach of the Modern Psychometrics that complements the CTT including new methods for construction, validation and refinement of measuring instruments, among which stands out the Rasch method. A major contribution of this method is to obtain interval measurements, allowing the collection of better data. Objective: To evaluate the psychometric properties of the Brazilian version of the Daily Spiritual Experience Scale using the Rasch method. Method: This study was based on data collected for the classic validation of the Brazilian version of the DSES. This instrument and another for sample characterization were applied by interview to 179 patients with minimum age of 18, in clinical and surgical units of two hospitals. The DSES consists of 16 items, considered unidimensional, which are answered on Likert type scale ranging from 1 to 6 points in the first 15 items and from 1 to 4, in the item 16. Lower scores on the total score reflect a higher frequency of spiritual experiences. The DSES items were analyzed individually as the Unidimensionality and Local Independence, with sequential analysis of the properties of aditivity (pattern of the response categories), invariance (Differential Item Functioning - DIF), specific objectivity (calibration of the items) and internal consistency (Person Separation Index-PSI). Rasch analysis was performed using the software RUMM2020. Results: In the initial analysis (adjustment of the items to the model) the unidimensionality wasnt confirmed and three items showed local dependency. Five items showed disordered response categories, with improvement in the response patterns after collapsing thresholds for four categories. The item 7 ask for help from God had DIF related to religion and item 14 acceptance of others in relation to sex and religion. The exclusion of problematic items and fit into the response categories improved overall adjustment to the model. As for specific objectivity, it was observed that the items reached people with more often frequencies in spiritual experiences. Although it needs some adjustments, the Brazilian version of DSES can be considered as a Rasch scale. It is suggested to conduct further research in different contexts and populations to verify if the instrument preserves its psychometric properties when analyzed by the Rasch method.
21
Farias, José Ferreira de Maria. "Manual do software xcalibre para aplicação do modelo de rasch." reponame:Repositório Institucional da UnB, 2015. http://dx.doi.org/10.26512/2015.12.D.20412.
Full textAbstract:
Dissertação (mestrado)—Universidade de Brasília, Instituto de Física, Programa de Pós-Graduação de Mestrado Profissional em Ensino de Física, Mestrado Nacional Profissional em Ensino de Física, 2015.Submitted by Fernanda Percia França (fernandafranca@bce.unb.br) on 2016-03-24T13:13:42Z No. of bitstreams: 1 2015_JoséMariaFerreiradeFarias.pdf: 2240212 bytes, checksum: 2e0556fb67411e9ae655932c39199675 (MD5)
Approved for entry into archive by Marília Freitas(marilia@bce.unb.br) on 2016-05-26T16:27:01Z (GMT) No. of bitstreams: 1 2015_JoséMariaFerreiradeFarias.pdf: 2240212 bytes, checksum: 2e0556fb67411e9ae655932c39199675 (MD5)
Made available in DSpace on 2016-05-26T16:27:01Z (GMT). No. of bitstreams: 1 2015_JoséMariaFerreiradeFarias.pdf: 2240212 bytes, checksum: 2e0556fb67411e9ae655932c39199675 (MD5)
A pesquisa deste projeto busca fornecer aos professores do ensino médio instrumento de avaliação da habilidade dos alunos e das dificuldades que demonstram em relação aos itens da grade curricular contidos nos testes a que são submetidos. É utilizada a TRI (Teoria de Resposta ao Item), particularmente o Modelo de Rasch, e foram empregadas neste estudo as respostas dos alunos de uma escola pública do DF em prova de ciências da natureza, nos moldes daquelas do ENEM e do SAEB. O processamento foi feito pelo software Xcalibre, com o objetivo de subsidiar os professores para selecionar e ordenar os componentes curriculares, a partir dos conhecimentos prévios dos alunos, com base na teoria de Ausubel, para incentivá-los ao melhor aproveitamento.
The research of this project seeks to provide high school teachers tool for assessing the students’ abilities and difficulties that show and relate to the items of the curricular subjects contained in the tests taken by the students from a Public School in DF. TRI was used (Item Response Theory), particularly, the Rasch Model, and the students’ answers were deployed during the students’ science tests with the same ENEM and SAEB standard. The processment was carried out by XCalibre with respect to subsidize teachers to select and choose the curricular components, previous students’ knowledge experience was taken into account. Based on Ausubel’s theory in order to incentive them to reach the best development.
22
Bush, Joan Spooner. "A Comparison of Traditional Norming and Rasch Quick Norming Methods." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277818/.
Full textAbstract:
The simplicity and ease of use of the Rasch procedure is a decided advantage. The test user needs only two numbers: the frequency of persons who answered each item correctly and the Rasch-calibrated item difficulty, usually a part of an existing item bank. Norms can be computed quickly for any specific group of interest. In addition, once the selected items from the calibrated bank are normed, any test, built from the item bank, is automatically norm-referenced. Thus, it was concluded that the Rasch quick norm procedure is a meaningful alternative to traditional classical true score norming for test users who desire normative data.
23
Roberts, Richard L. (Richard Lee). "A Rasch Rating Scale Analysis of the Brief Symptom Inventory." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332636/.
Full textAbstract:
The problem of this study addresses a preliminary Rasch rating scale analysis of the Brief Symptom Inventory in relation to reliability and validity. Also, this investigator will utilize information provided by the latent trait psychometric model.
24
Peoples, Shelagh M. "The Nature of Science Instrument-Elementary (NOSI-E): Using Rasch Principles to develop a theoretically grounded scale to measure Elementary Student Understanding of the Nature of Science." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2925.
Full textAbstract:
Thesis advisor: Laura M. O'DwyerThe purpose of this study was to determine which of three competing models will provide, reliable, interpretable, and responsive measures of elementary students' understanding of the nature of science (NOS). The Nature of Science Instrument-Elementary (NOSI-E), a 28-item Rasch-based instrument, was used to assess students' NOS understanding. The NOS construct was conceptualized using five construct dimensions (Empirical, Inventive, Theory-laden, Certainty and Socially & Culturally Embedded). The competing models represent three internal models for the NOS construct. One postulate is that the NOS construct is unidimensional where one latent construct explains the relationship between the 28 items of the NOSI-E. Alternatively, the NOS construct is composed of five independent unidimensional constructs (the consecutive approach). Lastly, the NOS construct is multidimensional and composed of five inter-related but separate dimensions. A validity argument was developed that hypothesized that the internal structure of the NOS construct is best represented by the multidimensional Rasch model. Four sets of analyses were performed in which the three representations were compared. These analyses addressed five validity aspects (content, substantive, generalizability, structural and external) of construct validity. The vast body of evidence supported the claim that the NOS construct is composed of five separate but inter-related dimensions that is best represented by the multidimensional Rasch model. The results of the multidimensional analyses indicated that the items of the five subscales were of excellent technical quality, exhibited no differential item functioning (based on gender), had an item hierarchy that conformed to theoretical expectations; and together formed subscales of reasonable reliability (> 0.7 on each subscale) that were responsive to change in the construct Theory-laden scores from the multidimensional model predicted students' science achievement with scores from all five NOS dimensions significantly predicting students' perceptions of the constructivist nature of their classroom learning environment. The NOSI-E instrument is a theoretically grounded scale that can measure elementary students' NOS understanding and appears suitable for use in science education research
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
25
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.
Full text
26
Keyser, Christina L. "Fashionable goods from a credible source Anthony Rasch, silversmith and merchant /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 201 p, 2007. http://proquest.umi.com/pqdweb?did=1338865451&sid=12&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full text
27
Tran, Tung. "Development of a novel measure of surgical recovery using Rasch analysis." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96797.
Full textAbstract:
OBJECTIVE: Innovations in surgery are advocated on the basis of "enhanced recovery", currently measured using a mix of narrowly focused administrative indicators or patient-reported multiple-item questionnaires. Questionnaire length and the difficulty of integrating these different viewpoints limit accurate measurement. The objective of our study was to describe a method to develop a harmonized single linear measure that would be sensitive to expected differences in surgical recovery. METHODS: The measure was developed and validated using data from 50 patients undergoing laparoscopic cholecystectomy. Patients were assessed preoperatively, 1week and 1month postoperatively by the following measures:health-related quality-of-life[generic(SF-36) and disease-specific(GIQLI)], symptoms (visual analog scales for pain and fatigue), physical activity (questionnaire) and function(6-minute-walk-test). Rasch analysis combined items across domains of the various instruments to develop the new measure on a logit scale which was transformed to a score from 0-100(SD). Reliability and validity were assessed. *P<0.05 RESULTS: A 34-item measure met all model requirements and included items from all domains. Reliability was excellent (0.96). Mean score decreased from 60(18) preoperatively to 55(15) at 1week* and increased above baseline to 68(18) at 1month*. Construct validity was assessed by comparing patients with or without complications. Groups were similar preoperatively (54vs62), but patients with complications had lower scores at 1 week (48vs58*) and 1month (57vs73*). The measure had moderate correlations with all instruments at all time points (r=0.33-0.87). CONCLUSIONS: A novel measure of surgical recovery was developed encompassing a broad range of domains. Results are compatible with clinically observed postoperative recovery trajectories. This method illustrates that recovery can be quantified with mathematical units.OBJECTIF: Innovations en chirurgie sont préconisées sur la base de «convalescence amélioré», actuellement mesuré en utilisant un mélange d'indicateurs administratifs étroitement ciblés ou des questionnaires à choix multiples rapportés par les patients. La longueur du questionnaire et la difficulté à intégrer ces différents points de vue limitent la précision de ces mesures. L'objectif de notre étude était de décrire une méthode pour déveloper une mesure harmonisée et quantitative qui serait sensible aux différences attendues en matière de rétablissement chirurgicale. MÉTHODES: La mesure a été développé et validé en utilisant des données de 50 patients devant subir une cholécystectomie laparoscopique. Les patients ont été évalués en préopératoire, 1 semaine et 1 mois après l'opération par les mesures suivantes: la santé liée à la qualité de vie [générique(SF-36) ou spécifique à la maladie (GIQLI)], les symptômes (échelles visuelle analogique de la douleur et la fatigue), l'activité physique (CHAMPS questionnaire) et la fonction (6MWT). L'analyse selon le modèle Rasch a combiné à travers les domaines des différents instruments pour développer la nouvelle mesure sur une échelle logit qui a été transformée à un score de 0 à 100 (SD). La fiabilité et la validité ont été évaluées. * P = 0,05 RÉSULTATS: Une mesure de 34 items a satisfait toutes les exigences du modèle et a inclus des items de tous les domaines. La fiabilité a été excellente (0,96). Score moyen a diminué de 60 (18) en préopératoire à 55 (15) * à 1 semaine postop et a augmenté à 68 (18) à un mois *. La validité de construct a été évaluée en comparant des patients avec ou sans complications. Les groupes étaient similaires en préopératoire (54vs62), mais les patients présentant des complications avaient des scores inférieurs à 1 semaine (48vs58 *) et à un mois (57vs73 *). La mesure avait une corrélation modérée avec tous les instruments à tous les points dans le temps (r = de 0,33 à 0,87). CONCLUSIONS: Une nouvelle mesure de rétablissement chirurgicale a été élaboré englobant un large éventail de domaines. Les résultats sont compatibles avec les trajectoires de récupération postopératoire observées cliniquement. Cette méthode démontre que la récupération peut être quantifiée avec des unités mathématiques.
28
Palladini, Lisa. "Quantifying cognitive deficits in the human immunodeficeincy virus: a Rasch analysis." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114383.
Full textAbstract:
With a prevalence rate of 30-60%, cognitive deficits are one of the most predominant comorbidities in people with the Human Immunodeficiency Virus1. As a result it is common for patients to present themselves at the clinic reporting problems with their cognition, however these perceived deficits don't always agree with what their screening and neuropsychological tests are reporting2. Patient reported outcomes are poorly understood, and the literature is inconclusive about their clinical significance3, 4. Some studies conclude they are simply a reflection of a patient's affective state instead of a true reflection of a cognitive deficit.3 Understanding this source of information is crucial in a clinical setting where there are an increasing number of patients reporting problems, and neuropsychological testing is costly and time consuming. Therefore the objective of this study was to contribute evidence that the latent construct of cognitive ability does include items from both the patient perspective and neuropsychological test results. More specifically, the goal was to estimate the extent to which items of patient reported cognitive difficulties and items from direct measures of cognition form a unidimensional construct. Using Rasch Measurement Theory, a measure was created containing a total of 26-items, which incorporate both sources of information; that from the patient and that from neuropsychological testing. The measure covers a reasonable spectrum of difficulty, with an excess of items too easy for this sample, and the easiest and hardest items of the measure being items of perceived deficit. This provides preliminary evidence that combining these two sources of information is possible, and with further validation, could allow clinicians to better understand the meaning of perceived deficits.Avec un prévalence de 30 à 60 %, des déficits cognitifs sont parmi les comorbidités les plus importantes chez les personnes atteintes du Virus de l'immunodéficience humaine (VIH)1. En clinique, il est fréquent que les patients se plaignent des problèmes cognitifs, bien que les résultats de leurs examens neuropsychologique ne confirment pas toujours ces plaintes2. Les déterminants de ces plaintes sont mal comprises, et la littérature quant à leur importance clinique n'est pas concluante 3, 4 ; certaines études concluent qu'elles sont le reflet d'un état affectif et non pas un vrai reflet d'un déficit cognitif 3. Une meilleure compréhension de cette source d'information est essentielle dans un environnement clinique où ces plaintes sont de plus en plus fréquentes et les examens neuropsychologiques sont coûteux et long à administrer. L'objectif de cette étude était donc de démontrer qu'un concept latent de capacités cognitives peut inclure à la fois des éléments de la perspective du patient en plus des tests neuropsychologiques. Plus précisément, l'objectif était d'estimer dans quelle mesure les plaintes cognitives et les mesures directes de la cognition forment un concept unidimensionel. En utilisant la théorie de mesure Rasch, une mesure a été créée contenant un total de 26 questions intégrant les deux sources d'information (plaintes du patient et tests cognitifs). La mesure couvre un spectre de difficulté raisonnable, avec un excès d'items trop faciles pour cet échantillon ; et les questions plus faciles et les plus difficiles de la mesure sont des questions du patient. Ceci constitue une preuve préliminaire qu'il est possible de combiner ces deux sources d'information et, avec une validation additionnelle, cette méthode pourrait permettre aux cliniciens de mieux comprendre ce que signifie les déficits rapportés par le patient.
29
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.
Full textAbstract:
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.
30
Hamon, Agnès. "Modèle de Rasch et validation de questionnaires de qualité de vie." Lorient, 2000. http://www.theses.fr/2000LORIS011.
Full textAbstract:
[. . . ] Nous présentons l'algorithme stochastique SEM et nous l'utilisons de façon originale dans le cadre du modèle de Rasch. Si cette utilisation apporte peu dans le cas classique, nous montrons qu'elle est quasiment incontournable dans le cas du modèle de Rasch pour données longitudinales. La fiabilité, ou précision d'une mesure obtenue par questionnaire, est presque toujours estimée par le coe͏̈fficient alpha de Cronbach. Nous avons proposé de généraliser le calcul de la fiabilité au cas du modèle de Rasch. Le coefficient alpha de Cronbach et le nouveau coefficient sont comparés à l'aide de simulations. Nous présentons les problèmes posés par l'évaluation de la qualité de vie et les méthodes actuellement utilisées pour la validation de questionnaires. Nous exposons ensuite les nouveaux test d'ajustement au modèle de Rasch et montrons comment ils apporter des réponses aux problèmes de la construction de mesures de qualité de vie. Dans la dernière partie de ce travail, nous avons proposé, en nous basant sur les estimations isotoniques des probabilités de réponse, un nouveau test de type Kolmogorov-Smirnov pour la comparaison de traits lents entre deux groupesThe assesment of quality of life has become an important problem in medicine. This assesment is aimed to evaluate the limitations induced by therapeutics on the daily life of patients. In most of cases, a questionnaire is administred to the patients in order to quantify their quality of life. Then, we have to construct a statistical model that links the items answers to an unobserved quantitative variable, here the quality of life. In most of the clinical studies, only linear linear modelizations are used. The purpose of this work is to study a new approach based on Rasch model[. . . ]
31
Yue, Xiaohui. "Detecting Rater Centrality Effect Using Simulation Methods and Rasch Measurement Analysis." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28423.
Full textAbstract:
This dissertation illustrates how to detect the rater centrality effect in a simulation study that approximates data collected in large scale performance assessment settings. It addresses three research questions that: (1) which of several centrality-detection indices are most sensitive to the difference between effect raters and non-effect raters; (2) how accurate (and inaccurate), in terms of Type I error rate and statistical power, each centrality-detection index is in flagging effect raters; and (3) how the features of the data collection design (i.e., the independent variables including the level of centrality strength, the double-scoring rate, and the number of raters and ratees) influence the accuracy of rater classifications by these centrality-detection indices. The results reveal that the measure-residual correlation, the expected-residual correlation, and the standardized deviation of assigned scores perform better than the point-measure correlation. The mean-square fit statistics, traditionally viewed as potential indicators of rater centrality, perform poorly in terms of differentiating central raters from normal raters. Along with the rater slope index, the mean-square fit statistics did not appear to be sensitive to the rater centrality effect. All of these indices provided reasonable protection against Type I errors when all responses were double scored, and that higher statistical power was achieved when responses were 100% double scored in comparison to only 10% being double scored. With a consideration on balancing both Type I error and statistical power, I recommend the measure-residual correlation and the expected-residual correlation for detecting the centrality effect. I suggest using the point-measure correlation only when responses are 100% double scored. The four parameters evaluated in the experimental simulations had different impact on the accuracy of rater classification. The results show that improving the classification accuracy for non-effect raters may come at a cost of reducing the classification accuracy for effect raters. Some simple guidelines for the expected impact of classification accuracy when a higher-order interaction exists summarized from the analyses offer a glimpse of the â prosâ and â consâ in adjusting the magnitude of the parameters when we evaluate the impact of the four experimental parameters on the outcomes of rater classification.Ph. D.
32
Vianya-Estopa, Marta, David B. Elliott, and Brendan T. Barrett. "An evaluation of the Amblyopia and Strabismus Questionnaire using Rasch analysis." Association for Research in Vision and Ophthalmology, 2010. http://hdl.handle.net/10454/4730.
Full textAbstract:
noPURPOSE. To evaluate whether the Amblyopia and Strabismus Questionnaire (A&SQ) is a suitable instrument for the assessment of vision-related quality-of life (VR-QoL) in individuals with strabismus and/or amblyopia. METHODS. The A&SQ was completed by 102 individuals, all of whom had amblyopia, strabismus, or both. Rasch analysis was used to evaluate the usefulness of individual questionnaire items (i.e., questions); the response-scale performance; how well the items targeted VR-QoL; whether individual items showed response bias, depending on factors such as whether strabismus was present; and dimensionality. RESULTS. Items relating to concerns about the appearance of the eyes were applicable only to those with strabismus, and many items showed large ceiling effects. The response scale showed disordered responses and underused response options, which improved after the number of response options was reduced from five to three. This change improved the discriminative ability of the questionnaire (person separation index increased from 1.98 to 2.11). Significant bias was found between strabismic and nonstrabismic respondents. Separate Rasch analyses conducted for subjects with and without strabismus indicated that all A&SQ items seemed appropriate for individuals with strabismus (Rasch infit values between 0.60 and 1.40), but several items fitted the model poorly in amblyopes without strabismus. The AS&Q was not found to be unidimensional. CONCLUSIONS. The findings highlight the limitations of the A&SQ instrument in the assessment of VR-QoL in subjects with strabismus and especially in those with amblyopia alone. The results suggest that separate instruments are needed to quantify VR-QoL in amblyopes with and without strabismus.
33
Young, Samuel William Adrian. "A rasch modelling approach to measuring school need for psychological services." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1003.
Full textAbstract:
The role and deployment of school psychologists in Western Australia has been reviewed a number of times since the establishment of services to schools. The current practice for the allocation of school psychologists to schools continues to rely on the student population of a school, its socioeconomic index and an appraisal of the school’s difficulty level. Psychological services are then allocated accordingly, with the decision-making mechanism based on an ad hoc conception of school need.The research reported in this study examined the issue of establishing the aspects or characteristics of schools which constitute a greater or lesser need for services and then attempts to measure this need in an objective, evidence-based manner. The various elements of school need for psychological services in Western Australia are posited to cluster around constructs extrapolated from the domains of service identified by Ysseldyke, Dawson, Lehr, Reschly, Reynolds, and Telzrow (1997), the delivery systems described by Oakland, Faulkner, and Annan (2005) and services delivered in Western Australia (Area Manager Student Services personal communication, 2007; Swan Education District Student Services Plan, 2009-2011; West Coast Education District Student Services Plan 2009-10). The constructs are characteristics of students, schools and teachers. These constituted the hypothesised theoretical framework for the study upon which the empirical investigation was based.The aims of the study are, first to make explicit the characteristics of schools, teachers and students that constitute concern and hence indicate the need for school psychological services. Second, to identify the characteristics of schools, teachers and students which differentiate the level of need for psychological services between schools and third, to demonstrate the validity of the instrument development process. The research questions were: 1. Can a rating scale instrument be developed to measure school personnel perceptions of their school’s need for psychological services? Specifically, in terms of measurement theory (Wright & Masters, 1982): (a) Was there uni-dimensionality? (b) Was there qualification? (c) Was there quantification? and (d) Was there linearity? 2. Is data from a measure of need for school psychological services associated with school demographic variables (e.g. socio-economic index)? 3. What facets of validity evidence described in the Wolfe and Smith (2007a and 2007b) framework are identifiable in the construction of a measure of school need for psychological services? Specifically: (a) Evidence of the content aspect; (b) Evidence of the substantive aspect; (c) Evidence of the structural aspect; (d) Evidence of the generalisability aspect; (e) Evidence of the interpretability aspect; (f) Evidence of the external aspect; and (g) Evidence of the consequential aspect?The methodology chosen for this research is quantitative and applies the principles of Modern Measurement Theory, using the Rasch Rating Scale model for measurement. The research was conducted in three developmental phases, with each phase building upon the preceding phase. First, theoretical framework refinement and item writing; second, developing and trialling a 120-item scale, leading to the third phase, the construction of a parsimonious 35-item scale which was used to measure the psychological service needs of a sample of schools. Careful documentation of the developmental process forms an important and necessary step in formulating a validity argument as evidence to support applications of the new measure. Furthermore, this has crucial implications for the credibility of any inferences that may be drawn from applying the instrument as an intended measure. In addition, publicly available school-level data were collected, such as socio-economic index, suspension and exclusion data, truancy, and students with individual behaviour management plans.The study identified examples of six aspects of validity evidence in the empirical investigation of school need for psychological services. This confirmed the usefulness of the multi-level theory of validity evidence postulated by Wolfe and Smith (2007a and 2007b). In addition, the analyses and graphical displays generated by the RUMM2020 computer program (Andrich, Sheridan, Lyne & Luo, 2005) proved invaluable in illustrating validity evidence. The measure of school need for psychological services was found to be significantly related to student suspensions data.The empirical findings of the study are discussed in the context of their application to informing decisions about the level of psychological services that should be provided to schools, congruent with measures of need for such services.
34
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.
Full text
35
Christan, Claudia. "Vergleich zwei verschiedener Antibiotika als Adjuvans in der Therapie rasch fortschreitender Parodontitis." Doctoral thesis, [S.l.] : [s.n.], 2002. http://deposit.ddb.de/cgi-bin/dokserv?idn=963802402.
Full text
36
Rasch, Jennifer [Verfasser]. "Signal Adaptive Methods To Optimize Prediction Signals in Video Coding / Jennifer Rasch." Berlin : epubli, 2019. http://d-nb.info/1199686522/34.
Full text
37
LaFond, Scott. "DEVELOPMENTAL TRAJECTORY OF AGGRESSIVE BEHAVIOR IN CLINICALLY REFERRED BOYS: A RASCH ANALYSIS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2885.
Full textAbstract:
A majority of research investigating aggression and its development in children has relied upon the use of rating scales such as the Child Behavior Checklist (CBCL). These scales are typically developed using a conventional factor analytic approach for the selection and retention of scale items, but may not contain sufficient numbers of items to adequately assess the unidimensional construct or developmental trajectory of aggressive behavior in youths. The present study evaluates specific psychometric properties of CBCL Aggressive and Delinquency Problems clinical syndrome scale items to determine the degree to which they reflect the breadth and established developmental trajectory of aggressive behavior in youth.M.S.
Department of Psychology
Sciences
Psychology Clinical MS
38
Hashimoto, Martell Erin. "Using Rasch Models to Develop and Validate an Environmental Thinking Learning Progression." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3838.
Full textAbstract:
Thesis advisor: Katherine L. McNeillEnvironmental understanding is highly relevant in today's global society. Social, economic, and political structures are connected to the state of environmental degradation and exploitation, and disproportionately affect those in poor or urban communities (Brulle and Pellow, 2006; Executive Order No. 12898, 1994). Environmental education must challenge the way we live, and our social and ecological quality of life, with the goal of responsible action. The development of a learning progression in environmental thinking, along with a corresponding assessment, could provide a tool that could be used across environmental education programs to help evaluate and guide programmatic decisions. This study sought to determine if a scale could be constructed that allowed individuals to be ordered along a continuum of environmental thinking. First, I developed the Environmental Thinking Learning Progression, a scale of environmental thinking from novice to advanced, based on the current available research and literature. The scale consisted of four subscales, each measuring a different aspect of environmental thinking: place consciousness, human connection, agency, and science concepts. Second, a measurement instrument was developed, so that the data appropriately fit the model using Rasch analysis. A Rasch analysis of the data placed respondents along a continuum, given the range of item difficulty for each subscale. Across three iterations of instrument revision and data collection, findings indicated that the items were ordered in a hierarchical way that corresponded to the construct of environmental thinking. Comparisons between groups showed that the average score of respondents who had participated in environmental education programs was significantly higher than those who had not. A comparison between males and females showed no significant difference in average measure, however, there were varied significant differences between how racial/ethnic groups performed. Overall, the results suggest that the Environmental Thinking Learning Progression and instrument are useful and accurate tools to measure individuals along a continuum from novice to advanced. This can be helpful for environmental education programs for use in evaluation and program development within a diverse context
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
39
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.
Full text
40
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.
Full text
41
Mount, Robert E. (Robert Earl). "Measurement Disturbance Effects on Rasch Fit Statistics and the Logit Residual Index." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279376/.
Full textAbstract:
The effects of random guessing as a measurement disturbance on Rasch fit statistics (unweighted total, weighted total, and unweighted ability between) and the Logit Residual Index (LRI) were examined through simulated data sets of varying sample sizes, test lengths, and distribution types. Three test lengths (25, 50, and 100), three sample sizes (25, 50, and 100), two item difficulty distributions (normal and uniform), and three levels of guessing (no guessing (0%), 25%, and 50%) were used in the simulations, resulting in 54 experimental conditions. The mean logit person ability for each experiment was +1. Each experimental condition was simulated once in an effort to approximate what could happen on the single administration of a four option per item multiple choice test to a group of relatively high ability persons. Previous research has shown that varying item and person parameters have no effect on Rasch fit statistics. Consequently, these parameters were used in the present study to establish realistic test conditions, but were not interpreted as effect factors in determining the results of this study.
42
Roberts, Audrey Conway. "VALIDATION OF A SCHOOL CLIMATE INSTRUMENT USING A RASCH RATING SCALE MODEL." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/49.
Full textAbstract:
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.
43
Starr, Alison Nicole. "Genomic analyses of induced hypercholesterolemia and atherosclerosis in a mixed breed colony of dogs and developmental abnormalities in the Havanese." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2516.
Full text
44
Silva, Rômulo Andrade da. "Modelo de resposta ao item com controle da heterogeneidade atribuída a fatores conhecidos." reponame:Repositório Institucional da UnB, 2013. http://repositorio.unb.br/handle/10482/14193.
Full textAbstract:
Dissertação (mestrado)—Universidade de Brasília, Departamento de Estatística, 2013.Submitted by Albânia Cézar de Melo (albania@bce.unb.br) on 2013-09-23T16:37:07Z No. of bitstreams: 1 2013_RomuloAndradeSilva.pdf: 4141117 bytes, checksum: 94af0b4f18ed2268977af4871560d723 (MD5)
Approved for entry into archive by Guimaraes Jacqueline(jacqueline.guimaraes@bce.unb.br) on 2013-09-25T12:14:02Z (GMT) No. of bitstreams: 1 2013_RomuloAndradeSilva.pdf: 4141117 bytes, checksum: 94af0b4f18ed2268977af4871560d723 (MD5)
Made available in DSpace on 2013-09-25T12:14:02Z (GMT). No. of bitstreams: 1 2013_RomuloAndradeSilva.pdf: 4141117 bytes, checksum: 94af0b4f18ed2268977af4871560d723 (MD5)
Uma das pressuposições, no processo de estimação dos parâmetros dos modelos tradicionais de resposta ao item, é a independência condicional entre as respostas de diferentes indivíduos. Porém, muitas vezes essa pressuposição é relaxada, por exemplo, quando aplicada em larga escala nas avaliações de sistemas educacionais, o que pode ocasionar variabilidade extra não considerada pelos modelos usuais. A proposta é usar potenciais fontes de heterogeneidade como variáveis explicativas de um efeito aleatório multiplicativo no modelo de Rasch. Esse efeito, consequentemente, acomodará a superdispersão presente nos dados e controlará a pressuposição de independência condicional entre clusters de indivíduos. O modelo foi ajustado aos dados da Prova Brasil 2007, trazendo novas interpretações de grupos. Contudo, a nova abordagem probabilística de considerar informações extras dos indivíduos no momento do ajuste se mostra útil na fase de calibração dos itens. ______________________________________________________________________________ ABSTRACT
One of the assumptions in the estimation process of the parameters of the traditional models of itemresponse is conditional independence between the responses of di erent individuals. Nonetheless, this assumption is often relaxed, for example,when applied to large-scale evaluations of educational systems, which can cause extra variability not considered by usual models. The proposal is to use potential sources of heterogeneity as explanatory variables in a random e ect multiplicative Rasch model. This e ect, therefore, will accommodate the overdispersion in the data and control the conditional independence assumption between clusters of individuals. The model was adjusted to data from ProvaBrasil 2007 (Brazil Test 2007), bringing new interpretations of groups. However, the new probabilistic approach on considering extra information of individuals at the time of adjustment proves to be useful in the calibration phase of the items.
45
Klein, Kelsey Ruth Ericksen. "Measuring the Mathematics Anxiety of High School Students: An Application of Rasch Measurement Theory." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109093.
Full textAbstract:
Thesis advisor: Larry H. LudlowThe focus on science, technology, engineering, and mathematics fields has noticeably increased in recent decades with the rapid growth in technology. Mathematical knowledge and competence is in many ways a gateway to scientific and technical development, and therefore careers (Prieto & Delgado, 2007). Unfortunately, national and international assessments of mathematics achievement (e.g., Kena et al., 2016; NCES, 2015; OECD, 2013) show that schools in the United States are not helping students achieve acceptable levels of mathematical and numerical proficiency. Therefore, we need to understand how various factors, including mathematics anxiety, affect student performance and persistence in STEM. To do this, a valid and reliable measure of mathematics anxiety is needed. Existing instruments to measure mathematics anxiety have been insufficient in several ways, including in their conceptualization of the construct and use of classical test theory over Rasch measurement theory methods.In this study, an instrument – the Comparative Mathematics Anxiety Scale (CMAS) – was developed to measure the three-dimensional conceptualization of mathematics anxiety that Dr. Caroline Vuilleumier and I originated. A unique, comparative item format adapted from Ludlow et al. (2014, 2019) and Rasch measurement theory (Rasch, 1960/1980) were utilized to mitigate some of the limitations of existing instruments. The overarching research question and three sub-research questions explored whether the CMAS could measure mathematics anxiety in a valid, reliable, and meaningful way. This study employed a seven-step iterative scale development process and was accomplished across three rounds. Ultimately, twenty-three third-person items were developed to capture the emotional-attitudinal, mental-cognitive, and physical-somatic dimensions of mathematics anxiety. Using the Rasch rating scale model, the outcome was the 23-item CMAS that reliably and validly measures increasing levels of three dimensions of mathematics anxiety. The distribution of the items mostly confirmed their hypothesized order and the Rasch measurement theory principles. The scale also provides meaningful interpretations of what a raw score means regarding a student’s experience of emotional-attitudinal, mental-cognitive, and physical-somatic mathematics anxiety. Overall, the findings suggest that the novel approach of combining Rasch measurement theory with third-person items and comparative response options can be successful in developing a scale that measures an important construct. Furthermore, the scale can provide the evidence needed in the provision of interventions and in research to reduce students’ overall experience of mathematics anxiety
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
46
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 textAbstract:
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.
47
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 textAbstract:
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.
48
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.
Full textAbstract:
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)Series: Research Report Series / Department of Statistics and Mathematics
49
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.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.
Doutor em Ciências
50
Kaipper, Márcia Balle. "Avaliação do inventário de ansiedade traço-estado (IDATE) através da análise de Rasch." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/17463.
Full textAbstract:
Objetivo: Este estudo avalia a estrutura do IDATE (Inventário de Ansiedade Traço-Estado) utilizando a análise psicométrica de Rasch, propondo-se ao refinamento e redução do instrumento. Métodos: Consiste em estudo transversal em amostra de 900 pacientes em perioperatório de cirurgias eletivas, com idade variando de 18 a 60 anos e ASA I-III. Informações demográficas foram coletadas empregando-se um questionário estruturado. O instrumento de mensuração IDATE foi aplicado na tarde que antecedia a cirurgia, antes da sedação pré-operatória. Resultados: As escalas de estado e traço de ansiedade foram analisadas separadamente pelo modelo de Rasch. A análise demonstrou invariância no nível de ansiedade traço e estado no formato original de ambas as escalas, resultando em instabilidade no desempenho dos itens. Subsequentemente, a escala refinada foi retestada em duas amostras randomizadas de 300 sujeitos cada, sendo confirmados os resultados. O desempenho foi adequado, independentemente do gênero. Na análise, alguns itens da escala estado foram eliminados (itens 3,4,9,10,12,15 e 20) devido à inadequação ao modelo estatístico. Os itens restantes mostraram unidimensionalidade, independência local e adequado índice de consistência interna. Na escala original de traço, identificaram-se muitas falhas. Primeiro, a escala de resposta tipo Likert 4 pontos provou ser inadequada, e desordens threshold foram encontradas nos 20-itens. A escala original de traço mostrou insuficiente interação e muitos itens individuais mal ajustados. Seguindo a análise e retestando a segunda amostra randomizada, alguns itens foram excluídos (itens 4, 6, 11, 14, 15 e 19). A versão refinada obteve independência local, unidimensionalidade e adequados modelos estatísticos para a fase de sedação pré-operatória. Discussão: Os resultados indicam que a aplicação do modelo de Rasch conduz ao refinamento das escalas clássicas de IDATE estado e traço, sugerindo também que as versões sucintas apresentam desempenho psicométrico mais adequado e estão livres de desordens no limiar de resposta (threshold) e DIF (funcionamento diferencial de itens).Objetive: This study evaluates the STAI structure using a Rasch psychometric approach and it proposes a refined and shorter STAI version. Methods: A cross-sectional study was performed with 900 inpatients scheduled for elective surgery. Age varied from 18 to 60 years (ASA physical status I-III). Demographic information was collected using a structured questionnaire. The measuring instrument (the State-Trait Anxiety Inventory) was applied to all patients in the afternoon before the surgery, before of the patients Results: Rasch analysis of the state and trait anxiety scales was performed separately. This analysis demonstrated that the original format of state and trait scales fails to show invariance across the trait-state anxiety level, which results in the unstable performance of items. The refined scale was retested in two subsequent random samples of 300 subjects each, and the results were confirmed. The performance was adequate regardless of gender. In the analysis, some items of the state scale (items 3,4,9,10,12,15 and 20) were deleted due to poor fit statistics. The remaining 13 items showed unidimensionality, local independence, and adequate index of internal consistency. Also, the original trait scale displayed several weaknesses. First, the 4 point Likert response scale proved to be inadequate, and threshold disorders were found in all twenty items. Also, the original trait scale showed insufficient item-trait interaction and several individual item misfits. Following the rescoring process, and retesting in a second random sample, items were excluded (namely items 4, 6, 11, 14, 15 and 19). The refined version showed local independence, unidimensionality and adequate fit statistics.receive preoperative sedatives. Discussion: The results indicate that the application of the Rasch Model led to the refinement of the classic state and trait STAI scales. In addition, suggest that these shorter versions present more adequate psychometric performance and are free of threshold disorders and differential item functioning problems.