This book focuses on the use of the Rasch measurement model in validation studies and in analyzing the psychometric properties of a variety of test instruments, questionnaires, and scales in international contexts. It broadly examines the development and application of Rasch modeling, providing in-depth analyses of the properties of various scales used in the fields of education, and humanities and social sciences research. The book includes exemplary works on educational research and practices that highlight recent and innovative applications, as well as theoretical and practical aspects of Rasch modeling. Readers will find it helpful to understand the latest approaches to Rasch measurement in educational research, as well as practices for future studies and quantitative research.
Author(s): Myint Swe Khine
Edition: 1st Edition
Publisher: Springer
Year: 2020
Language: English
Pages: 283
Tags: Research Methods In Education
Contents......Page 5
Editor and Contributors......Page 7
Theoretical and Conceptual Frameworks......Page 14
Introduction......Page 15
Rasch Model and Analysis in Education Research......Page 16
Validation Studies with Rasch Analysis......Page 18
References......Page 19
Introduction......Page 20
Test Items Have Differing Difficulty, Survey Items Have Differing Difficulty......Page 21
Rating Scales Can Not Be Assumed to Be Equal-Distant......Page 22
Understanding Rasch Measurement Theory by Considering a Meterstick......Page 24
The Mathematics of the Rasch Model......Page 25
Conducting a Rasch Analysis with Test Data......Page 28
Item Entry Table......Page 29
Person Entry Table......Page 31
Reliability and Validity......Page 33
Raw Scores and Logits and Error......Page 35
How Do I Use Rasch for a Research Project?......Page 38
Are There Other Reasons to Use Rasch?......Page 39
Finally......Page 40
References......Page 41
Introduction......Page 42
Rasch RSM Methodology Overview......Page 43
Rating Scale Diagnostics......Page 45
Visual Representations of the Latent Dimension......Page 47
Illustrative Example......Page 49
Determining Between Using the Rasch RSM and PCM......Page 54
References......Page 56
Introduction......Page 58
Classical Test Theory Versus Rasch Modeling......Page 59
Unidimensionality......Page 60
Item Calibration and Ability Estimation......Page 61
Item Characteristic Curve (ICC)......Page 63
Item Information Function and Test Information Function......Page 64
Logit and Item-Person Map......Page 67
Misfit......Page 68
Model Fit......Page 70
Item Fit......Page 71
Infit and Outfit......Page 72
Person Fit......Page 74
Strategy......Page 75
Partial Credit Model......Page 76
Rating Scale Model......Page 77
Debate Between Rasch and IRT......Page 78
Software Applications for Rasch Modeling......Page 79
Conclusion......Page 80
Appendix......Page 81
References......Page 82
Rasch Model and Analysis in Education Research......Page 85
Introduction......Page 86
The Individualised Classroom Environment Questionnaire (ICEQ)......Page 88
Previous ICEQ Validation......Page 89
The Rasch Model......Page 90
Data Used to Re-examine the Utility of the ICEQ......Page 91
Addressing Missing Data......Page 92
Item Analysis Using the Rasch Rating Scale Model......Page 93
Results......Page 94
Discussion and Conclusion......Page 98
Appendix 1......Page 99
Appendix 2......Page 102
References......Page 105
6 Validation of University Entrance Tests Through Rasch Analysis......Page 107
Introduction......Page 108
Assessed Tests......Page 109
Data Analysis......Page 110
Sample......Page 112
Study 1......Page 114
Study 2......Page 118
What is the reliability and construct validity of a typical university entrance test administered in Italy?......Page 124
To what extent does the item difficulty vary across three content areas (mathematics, science and reading)?......Page 130
References......Page 131
Introduction......Page 133
Purposes of Analyzing Student Assessment Data......Page 134
Data Analysis......Page 135
Findings......Page 136
Person and Item Reliabilities......Page 137
Item Statistics......Page 138
Item-Person Map......Page 139
Item Fit......Page 141
Implications for the Course Instructor’s Use......Page 142
Implications and Recommendations in Future Use......Page 143
Conclusion......Page 144
References......Page 145
Background......Page 146
Instrument......Page 148
Participants and Data Collection Procedures......Page 149
Data Analyses......Page 150
Effectiveness of Response Categories......Page 153
On Findings on Students’ Attitudes Toward Various Aspects of Physics and Biology......Page 156
Discussions......Page 157
References......Page 161
Introduction......Page 165
Literature Review......Page 166
Instrument Development......Page 168
Person-Item Map......Page 170
Uni-dimensionality and Local Independence......Page 172
Item and Person Separation Reliability......Page 173
Fit Statistics......Page 174
Option Probability Curves......Page 176
Differential Item Functioning......Page 178
External Validation......Page 180
Discussion......Page 181
Limitations......Page 182
References......Page 183
Measurement Invariance......Page 185
The Reading Literacy Study......Page 187
Sample......Page 188
Data Analysis......Page 189
Differential Item Functioning (DIF)......Page 190
Differential Bundle Functioning (DBF)......Page 192
Discussion and Implications......Page 194
References......Page 197
Validation Studies with Rasch Analysis......Page 200
11 A Rasch Analysis Approach to the Development and Validation of a Social Presence Measure......Page 201
Introduction......Page 202
Theoretical Framework......Page 203
Construct Maps......Page 205
Outcome Space......Page 206
Measurement Model......Page 207
Analysis......Page 208
Results......Page 211
First Item Set: Awareness of the Others......Page 213
Second Item Set: Proximity with the Other......Page 217
Summary Statistics......Page 219
Discussion......Page 220
References......Page 223
Introduction......Page 226
Assessments in College Biology......Page 228
Assessment Triangle......Page 229
Rasch Analysis for Construct Validation: Partial Credit Model......Page 231
Participants and Instrument......Page 232
Data Analyses......Page 233
Results......Page 236
Discussion......Page 238
Conclusion......Page 240
References......Page 241
Introduction......Page 244
Participants and Data Collection......Page 245
Instrument......Page 246
Analysis of Fit......Page 247
Local Dependency......Page 248
Frequencies......Page 249
Targeting......Page 250
Item Locations and Thresholds......Page 251
Item Fit......Page 252
Differential Item Functioning (DIF)......Page 257
Dimensionality......Page 258
Local Dependency......Page 259
Global and Item Test of Fit Revisited......Page 260
Conclusion......Page 261
References......Page 262
Introduction......Page 263
Some Generalizations of the Rasch Model to Polytomous Items......Page 265
Graphical Loglinear Rasch Model......Page 266
Statistical Methods......Page 269
The Perceived Stress Scale......Page 270
Communalities Between Studies......Page 272
What Can We Conclude on the PSS So Far Using the GLLRM......Page 278
References......Page 280
