Rasch measurement

The poor state of secondary school students' achievement relative to policy expectation in Physics triggered the study. At the level of instrument quality, the scoring pattern in West African Senior School Certificate Examination's (WASSCE) Physics essay marking scheme, difficulty-parameter level of the items and differential item functioning were sought. Instrumentation research design was adopted. One hundred and sixty senior secondary III Physics students consisting of 63 female and 97 male students formed the sample. The 2018 WASSCE Physics essay with its marking scheme formed the instrument used to collect data. The internal consistency reliability of the instrument sought using Kuder-Richardson's formula 21 had value of 0.81. Three research questions and one null hypothesis guided the study. Research questions were answered using frequencies, mean infit/outfit statistic, mean item difficulty and mean standard error. The null hypothesis was tested at .05 level of significance using Mantel-Haenszel's Chi-square probability value. The result indicated that fractional-polarization scoring was adopted for two items. 25 in 28 items fit the partial credit model. The items were moderately difficult and did not exhibit gender-based differential item functioning. It is recommended that West African Examinations Council should remove fractional-dichotomization scoring and breakup marks allocated to an item into more than two groups for all items in future Physics essay marking scheme.

scales, and nourished in Geoff Masters' doctoral dissertation. The analysis of partial credit data was original with Geoff. The kind of work we discuss leans heavily on computing. We are deeply indebted to Larry Ludlow for his many valuable contributions to our main computer program, CREDIT. The companionship, constructive criticism and creative participation of able colleagues has played an especially important part in our work. We are particularly grateful to our MESA colleagues Richard Smith, Tony Kalinowski, Kathy Sloane and Nick Bezruczko. Bruce Choppin and Graham Douglas helped us to make the writing clearer and the algebra more correct.

This research aims at analyzing the comparison of descriptive statistical Parameter Estimation stability using raw scores and Rasch model. The empirical data were the responses of the 12 th Grade Science Students of Senior High School on Science Literary Test based on the integrated mathematics and natural sciences conducted at SMAN 2 and SMAN 3 Tegal, Central Java. This research employed a bootstrapping method assisted with SPSS version 21, while the Rasch model was assisted with R program version 3.6.3 eRm package Version 1.0.1. The parameter stability estimation was seen from its error standard and bias scores. The scores using the Rasch model was proven giving higher stability when compared to that using the raw scores in its descriptive statistical parameter estimation both from its error standard and bias aspects. Based on the error standard used, it showed that the mean and the standard deviation estimation when using the Rasch model scores was around 8 times more stable when compared to that when using the raw scores, while its median estimation were 16-18 times. Due to the use of bias measurement, it showed that the mean estimation when using the Rasch model scores was 6-10 times more stable when compared to that using the raw scores, while its median estimation and standard deviation were respectively 43-282 times and 7-10 times more stable.

This research aims to construct and validate progress maps of digital technology for diagnosing the multidimensional mathematical proficiency (MP) in Number and Algebra for Grade 7 students utilizing the Construct Modeling Approach. Researchers employed four building blocks as follows. Firstly, researchers developed the progress maps as an assessment framework of multidimensional MP. This is followed by creating the test for diagnosing MP. Next, researchers assigned scoring criteria and created the transition points of students’ MP levels. Finally, researchers validated the quality of the progress maps through empirical evidence. A total sample 1,500 Grade 7 students was used to support the validity and reliability evidence of the progress maps through the Wright Map using Multidimensional Random Coefficients Multinomial Logit Model. Results revealed that there were two dimensions of progress maps, namely mathematical procedures (MAP) and structure of learning outcome (SLO), and the...

El objetivo de este estudio fue evaluar las propiedades psicométricas del Subtest de Razonamiento Numérico del Test de Aptitudes Diferenciales, mediante el Modelo de Rasch. Se administró esta prueba a una muestra de 1.484 adolescentes de ambos sexos, con edades comprendidas entre 12 y 17 años (M = 14,00, DT = 1,38). Se evaluó la unidimensionalidad del instrumento, el ajuste de los ítems al modelo, los índices de separación y de fiabilidad para personas e ítems, el funcionamiento diferencial del ítem y la objetividad específica. De los 40 ítems, 38 presentaron un ajuste adecuado al modelo. El análisis de ajuste de las personas refleja que el 92% de los patrones de respuesta se ajustaron al modelo. Los índices de separación de los ítems (18,20) y de las personas (1,95), y los índices de fiabilidad de los ítems (1,00), así como los índices de fiabilidad de las personas (0,79), fueron satisfactorios. Dos ítems presentaron un comportamiento diferencial según el sexo. Los resultados son s...

This step-by-step guide to conducting a Rasch analysis using the jMetrik software package describes how to format and import data, conduct a simple classical test theory item analysis, and then conduct a simple Rasch analysis. Some basic graphical outputs are also described. After completing the steps described in this guide, novice users should be able to conduct a basic analysis unaided and be able to explore the more advanced features of jMetrik by referring to the manual.

The Faculty of Electrical Engineering, Universiti Teknologi Malaysia (FKE) teaching and learning processes was certified to ISO 9001:2000 and now seeks the Engineering Accreditation Council of Malaysia (EAC) approval. It is one of FKE top management commitment is to assure the program accreditation requiremets is met. EAC adopts American Accreditation Board of Engineering and Technology 2000 (ABET) principles which promote outcome based education (OBE) learning process. OBE calls for the evaluation of the course learning outcomes (CLO) as specified in each Course Outline. Performance Measurement has been largely dependent on students' performance in carrying out tasks such as tests, quizzes or submission of assignments. Evaluation on the performance outputs; categorised as technical knowledge and generic skills, gives an indication on the achievement of the subject's expected CLO. This paper describes a computational model which can be used to measure a subject CLO in an undergraduate electrical engineering program. An overview of the measurement model and it's key concepts are presented. ESPEGS Model is the acronym for Engineering Student Performance Evaluation on Generic Skills. This model of measurement is jointly developed based on Rasch Measurement can be used to improve the students' assessment method on the CLO of each subject. Results obtained were assessed against the CLO maps for consistency and used as a guide for future improvement of the teaching method. The study shows that this model of measurement, which adopts Rasch Model based on Logistic Regression Model, can classify students learning ability more accurately with only very few randomly selected students and dimensions as compared to the traditional CGPA method. .

A 2008 European consensus on research outcome measures in dementia care concluded that measurement of carer quality of life (QoL) was limited. Three systematic reviews (2012, 2017, and 2018) of dementia carer outcome measures found existing instruments wanting. In 2017, recommendations were published for developing reliable measurement tools of carers' needs for research and clinical application. The aim of this study was to develop a new instrument to measure the QoL of dementia carers (family/friends). Methods: Items were generated directly from carers following an inductive needs-led approach. Carers (n = 566) from 22 English and Welsh locations then completed the items and comparator measures at three time points. Rasch, factor, and psychometric (reliability, validity, responsiveness, and minimally important differences [MIDs]) analyses were undertaken. Results: Following factor analysis, the pool of 70 items was refined to three independent scales: primary SIDECAR-D (direct impact of caring upon carer QOL, 18 items), secondary SIDECAR-I (indirect impact, 10 items), and SIDECAR-S (support and information, 11 items). All three scales satisfy Rasch model assumptions. SIDECAR-D, I, S psychometrics: reliability (internal ≥ .70; test-retest ≥ .85); convergent validity (as hypothesized); responsiveness (effect sizes: D: moderate; I and S: small); MIDs (D = 9/100, I = 10/100, S = 11/100). Discussion and Implications: SIDECAR scales demonstrate robust measurement properties, meeting COSMIN quality standards for study design and psychometrics. SIDECAR provides a theoretically based needs-led QoL profile specifically for dementia carers. SIDECAR is free for use in public health, social care, and voluntary sector services, and not-for-profit organizations.

The purpose of this study was to examine the effect of the concept map learning method on students' critical thinking skills in basic chemical law material. This type of research is a quasi-experimental design with a nonequivalent control group. The research instruments used were tests and questionnaires. The variable measured was students' critical thinking. The results showed that the concept map learning method had an effect on students' critical thinking skills. This can be seen in the average value of student responses and higher learning outcomes.. In the experimental class, there was an increase in critical thinking skills from the pretest average score of 48.31 to the posttest average score of 51.40. Meanwhile, the control class experienced a decrease from the pretest average value of 47.95 to the posttest average score of 44.40. Students in the experimental class who were treated with the concept map method experienced an increase and obtained higher learning ou...

Eğitimciler öğrencileri, öğrenci becerilerini, yeterliliklerini sınav, test ve quiz gibi değerlendirme süreçlerini kullanarak ölçmek isterler. Bu çalışmanın amacı, eğitim süreçlerinde sınavların ölçme geçerliliğini ve güvenilirliğini artırmak için Rasch analizi yönteminin uygulamalı bir örneğini sunmak ve sınav sorularının zorluk düzeylerini ve ayırt edicilik özelliklerini belirlemedeki rolünü ortaya koymaktır. Bu çalışmada kullanılan ölçme aracı, Türkiye'deki bir üniversitede yabancı dil muafiyet sınavına giren 650 üniversite 1. Sınıf öğrencisinden oluşmaktadır. Testin özellikleri Rasch modeli kullanılarak incelenmiştir. 20 maddeden oluşan nihai testin güvenilirlik düzeyi 0, 74 olarak hesaplanmıştır. Test sorularının modele uygunluğu için tek boyutluluk, değişmezlik, Rasch modele uyum, model güvenilirliği testleri uygulanmıştır. Verinin modele uygunluğu için varsayımlar (tek boyutluluk, değişmezlik, model uyumu, güvenirlik) sınanmış ve 6 soru analizden çıkarılmıştır. 14 soru için öğrencilerin yanıtlama düzeyleri ve soruların zorluk parametreleri elde edilmiştir. En zor soru s12 ve en kolay soru ise, s5 olarak bulunmuştur. Soruların% 7, 14’ü çok kolay ve çok zor,% 14, 2’si kolay,% 50’si orta ve% 21, 4’ü zor sorulardan oluşmaktadır. Yetenek değerleri, genel olarak 0.540 ile 0.903 arasında değişmekte ve testin maddelerinin ayırt edicilik açısından makul düzeyde olduğunu göstermektedir. Zorluk düzeyleri dengeli dağıldığı için, test hem düşük hem de yüksek yetenek düzeyindeki bireyleri ayırt etme kapasitesine sahiptir. Düşük ayırt edicilik gösteren maddeler (" s12"," s16") gözden geçirilebilir ve gerekirse testten çıkarılabilir ya da yeniden düzenlenebilir.

Sustainability can be determined as a way to protect the natural environment and biodiversity while meeting human needs. In 2015, the United Nations set 17 Sustainable Development Goals (SDGs) to create a better world in which to live. The challenges associated with achieving these goals have been documented in the literature, often with descriptive statistics and interpretations. The purpose of this study is to utilize the Item Response Theory (IRT) to assess the challenges of firms in Turkey to achieve sustainable development goals. In 2022, binary data was constructed from the sustainability and annual reports of 151 companies in Turkey. The Rasch model was identified as the most fitting model based on the results of the information criteria. Following the testing of the various assumptions, it was determined that the model is fully compatible with the infit, outfit, unidimensionality, and point serial correlation statistics. The difficulty levels of the items were identified using difficulty parameters and a Wright Map. The item difficulty levels were distributed as follows: It can be reasonably deduced that SDGs 5, 8, 12, and 13 can be readily achieved; SDGs 4, 7, 9, and 17 can also be attained with relative ease; SDGs 3 and 10 can be achieved with a moderate level of effort; SDGs 6, 11, 15 and 16 are more challenging to achieve; and SDGs 1, 2, 14 and 17 are extremely challenging to attain. The results show that companies in Turkey have different

Se aplicó el Modelo de Crédito Parcial (MCP) de la Teoría de Respuesta al Ítem (TRI) al análisis de ítems de una escala que mide Afecto hacia la Matemática. Esta variable describe el interés de los estudiantes de Psicología por involucrarse en actividades vinculadas a la matemática y los sentimientos asociados al uso de sus conceptos. La prueba consta de 8 ítems con formato de respuesta Likert de 6 opciones. Participaron 1875 estudiantes de Psicología de la Universidad de Buenos Aires (Argentina) de los cuales un 82% fueron mujeres. El análisis de la consistencia interna brindó un índice altamente satisfactorio (Alfa = .91). Se verificó la condición de unidimensionalidad requerida por el modelo mediante un análisis factorial exploratorio. Todos los análisis basados sobre la TRI se realizaron con el programa Winsteps. La estimación de los parámetros del modelo se efectuó por Máxima Verosimilitud Conjunta. El ajuste del MCP fue satisfactorio para todos los ítems. La Función de Informa...

Item response theory has become a unique methodological framework for reviewing response data from assessments in education and other fields of study. This study attempted to assess the Item parameter estimates of Nigeria's unified tertiary matriculation mathematics assessment instrument using item response theory 3 -Parameter logistic model and determined the conformity level of the items of the instrument to the revised Bloom's taxonomy of educational objectives. The descriptive validation design was applied in the study. The population of the study comprised the 3, 320 SS 3 students registered for 2020 Unified Tertiary Matriculation Examination (UTME) who opted for mathematics in the public secondary schools in Abia State out of which 40 students were selected. Simple random sampling and purposive sampling techniques were adopted in selection of the samples using multistage procedure. Mathematics Assessment instrument used in the 2017, 2018 and 2019 UTM examinations were the instruments for data collection. This was made up of 120 (40 items for each year) multiple choice items, each having a single stem with four options including one correct answer and three distractors. b, a and c-parameters of the individual items of the instruments were established. The findings of the study revealed that a very high percentage (95% in 2017, 95% in 2018 and 85% in 2019) of the items were of moderate difficulty and discriminated adequately among high and low performing students. More so, the pseudo guessing parameter estimate indicated that there were low level of guessing since a high percentage ((90% in 2017, 92.5% in 2018 and 90% in 2019)%) of the items survived. The researcher recommended among others that examination bodies in Nigeria should concretize the quality of their test items by conducting item analysis using IRT model.

Introduction: The central model of student perceptions is presented, offering a general characterization of their perception and its role in the relationship between teaching, learning and context, from a socio-cognitive perspective. Also, the attributional model of student perception is presented, which is based on the central model and integrates the view of Weiner's attributional theory. Background: The theoretical contribution made is based on the analysis of the student's perception from the perspective of cognitive social psychology and socio-cognitive theories of motivation and a substantive approach to construct validity. Discussion: The models presented offer a useful conceptual framework for research on the quality of teaching and learning, the development and validation of instruments, and educational evaluation.

Objective: To study the awareness of swine flu among general population, medical students and medical professionals Study Design: Descriptive study. Place and Duration of Study: Study was carried out in the department of Pathology (Microbiology), Army Medical College, the Military Hospital (MH) and Combined Military Hospital, Rawalpindi, from 17th January 2010 to 24th January 2010. Materials and Methods: A total of 519 people were included in this study, 228 were medical students, 181 were doctors and 110 were non health care professionals. A questionnaire with closed questions regarding the awareness of the basics of swine flu was required to be filled by all participants. Results: It was found that the general population was totally unaware to the extent that 1/3rd had never heard of this disease. The survey of medical students showed reasonable knowledge in the senior classes (80-85%) knew the main features of the disease), whereas the 2nd year students had the awareness around 4...

This study examines the construct validity of the Student Evaluation of Teaching (SET) questionnaires using a sociocognitive approach and rater-mediated assessment methods. The study employed many-facet Rasch measurement (MFRM) and a SET questionnaire to evaluate the quality of teaching in medical courses, accounting for the variability resulting from rater severity and item difficulty. We employed the Central Model of Student Perception (CSP model) to analyze the socio-cognitive factors influencing student responses, explaining how the perception and facilitative effect of teaching influence these responses. The results demonstrate that students are able to differentiate between the measured dimensions and correctly interpret questionnaire items. However, there is a considerable degree of variability in severity among students. The findings support the validity and reliability of the teachers' measures and the adequate functioning of the questionnaire items. The findings suggest that SET questionnaires can provide useful information on teaching quality, but only if appropriate instrument design, administration protocols, and data collection and analysis methods are used. The CSP model, along with advanced analysis methods like MFRM, provides a flexible approach for evaluating and researching teaching quality.

In this paper, we review this concept of grit, operationalized by Duckworth, Peterson, Matthews, and Kelly (2007), and discuss an initial correlational investigation of how well grit predicted performance on two tasks, vocabulary learning (n = 21) and extensive reading (ER) (n = 58), that were thought to require Japanese university EFL students to demonstrate grit over a long period of time. A modified version of Duckworth et al.＇s (2007) original 12-item Grit Scale was administered in Japanese and examined using Rasch analysis (1960), followed by a correlational analysis with the dependent variables of summed vocabulary quiz scores (over one semester) and words read through extensive reading (over one year). Both results were statistically insignificant, with a moderate effect size for the relationship between grit and weekly vocabulary quiz scores, and a weak effect size between grit and the amount of extensive reading.

In this paper, we propose Rasch analysis for studying user satisfaction towards On-line Discussion Sites (ODS) design. The proposed analysis was used to investigate user satisfaction towards the design of ODS in Universiti Teknologi MARA (UiTM) e-learning portal. The user satisfaction measurement uses factors adopted from the e-Learner Satisfaction (ELS) and Website User Satisfaction (WUS) measures. A twenty four item questionnaire was designed based on the user satisfaction measurement and administered to 86 students. The data collected were later analyzed using the Rasch measurement model for fit statistics, unidimensionality and least satisfactory items. The finding indicated the likelihood of user satisfaction with the ODS design is about 0.91 logit. The analysis also revealed the students were least satisfied with items from the learner interface and it need to be further investigated for higher probability of user satisfaction.

Earlier studies provided evidence that students had misconceptions in statistical reasoning. This study was aimed to determine the statistical reasoning ability in descriptive statistics among the tenth-grade students from Malaysian secondary schools. There were 412 participants randomly selected for this study. An instrument called statistical reasoning test which consisted of five questions with 16 items was utilized. The results obtained were analyzed using Rasch measurement model including person reliability, variable map, and person analysis report. The findings indicated that statistical reasoning ability of tenth graders seem to be at a poor level. Thus, the instructors and researchers should put efforts to enhance students' statistical reasoning ability in future studies.

This article is aimed at identifying risk factors associated with the work of nurses. These risk factors affect the health of nurses and lead to stress, depression, burnout and fatigue. The literature search was conducted using the keywords "nurse" and "care", "stress", "burnout". This article revealed the relationship between work-related stress and emotional burnout, job satisfaction and the general health of nurses. Being a nurse is a very stressful and compassionate profession. Empathy and compassion, as well as patient support, lead to various factors that have a negative impact on the health of a nurse. Burnout is a state of emotional and physical exhaustion. Regular loads, stresses and conflicts become a source of burnout. During burnout, nurses often feel postsleep tension and fatigue, fragmentation. Because of this, nothing arouses interest, and communication with the team and patients and their relatives turns into a series of quarrels and various misunderstandings. Any easy tasks and problems seem like a failure. Stress and depression at work is very common in the profession of medical workers. Especially for nurses , as they are directly related to working with patients. And also, the strenuous work of nurses and work in night shifts leads to sleep disorders. Due to improper rest and sleep patterns, it leads to many serious diseases, such as heart attack, high blood pressure and stroke. Good sleep and rest is very important. Since nurses are in contact with patients. And patients need strong and understanding staff. All these factors are psychological difficulties of nurses. This article concludes that the priority is training and stress management; strategies for team building; balancing priorities; strengthening social and mutual support between employees as well as between medical staff and patients; flexible work hours; protocols to combat violence; as well as strategies for retaining and attracting nursing staff personnel.

Data collected from a diagnostics mathematics test taken by some primary student teachers are reported. Student responses were analysed using the Dichotomous Rasch Measurement Model. Error analyses enabled the identification of main misconceptions. Findings showed students performed relatively well with basic computations and visually presented data but struggled with word problems. The more complex and abstract the language used, the more difficult it became, implying that the critical skills of interpreting mathematical concepts, representations, and language and problem solving require explicit remediation. Implications for primary teacher education are provided. Professional Teaching Standards (NCTM, 2005; AAMT, 2006) prescribe requirements such as a deep understanding not only of the teaching and learning processes but also the specific discipline content. Shulman's (1986) teacher knowledge taxonomy included subject-matter content knowledge, pedagogical content knowledge and curriculum knowledge. Although curriculum knowledge is knowledge of curriculum programs and instructional materials (Chick, 2002), Shulman (1986) defines subject-matter knowledge as knowledge of both the substantive structure and syntactic structure. Transforming subjectmatter knowledge and curriculum knowledge into pedagogical content knowledge conceptualises "the link between knowing something for oneself and being able to enable others to know it" (Huckstep, Rowland, & Thwaites, 2003). Ma's (1999) study illustrated the need for primary teachers to have profound understanding of fundamental mathematics in order to promote and extend student learning. Ball and Bass (2000) argued teachers should be mathematically competent in order to effectively address the diversity of student needs.

This study employs the Theory of Planned Behaviour to investigate mathematics teachers' beliefs regarding their intention to collaborate regularly in an online community. The central premise is that initiating such a community necessitates an implementation strategy informed by a better understanding of underlying beliefs influencing teachers' participation intention. Accordingly, this research examines the intention of Australian mathematics teachers (N = 430) to engage in an online community proposed by their peak state-based professional association. Central to this study, participants' intentions to engage in regular collaboration predominantly ranged from 'somewhat disagree' to 'agree', with the average rating approaching 'somewhat agree', highlighting the need for targeted strategies to increase this intention. A prominent finding was that participants' attitudes towards regular collaboration were the strongest predictor of their intention to participate. While participants felt somewhat in control of their collaboration behaviour, this perception did not directly influence their intention; instead, it mediated the influence of subjective approval from others and personal attitudes on their intention. Demographic factors and past online community experiences had far less impact on predicting intentions than the Theory of Planned Behaviour beliefs. Notably, the subjective norm related to perceived approval from others was rated the highest, whereas the norm related to others' actual behaviour received the lowest ratings, reflecting a significant divergence in the perception of social approval versus actual behaviour. These findings culminate in implications for interventions and extend the application of the Theory of Planned Behaviour, enhancing knowledge about factors impacting teachers' engagement in online communities.

The World Health Organization quality of life-BREF (WHOQOL-BREF)
instrument has been used to assess several diseases, including chronic pain
sufferers' quality of life. In Indonesia it can be utilized for evaluating the
quality of life among tuberculosis (TBC) patients. This study aimed to assess
the psychometric attributes of quality of life questionnaires among 123
respondents with TBC (56.9% males, 43.1% females) in Yogyakarta. This
study employed the Rasch analysis technique for psychometric analysis. The
findings indicate that six questions are biased in favour of the respondent's
qualities. Four items do not statistically match an MNSQ (Mean-square or
Standardized fit statistics) output value of >1.5 but are still acceptable
(Pt. Meas Corr 0.3-0.8). Between the elements Q14-Q12 and Q12-Q21, there
is a gap The responders' ability level is higher than the average problem
difficulty level. The WHOQOL-BREF instrument revealed unidimensionality, and the evaluation scale worked properly when it was used with TBC patients with Cronbach's α value of 0.89. The WHOQOL-BREF scale continues to be appropriate for evaluating the patient quality of life since it has solid psychometric qualities.

Core competencies essential for effective teaching were identified via a literature review and a review of standards for teacher education, and vetted by state groups with interests in teacher education. Survey items based on these competencies asked teacher candidates, graduates, and teacher education program faculty how well the program prepared teachers. The 41 items common to surveys of the three groups were submitted to Rasch analysis to determine dimensionality, scale use, targeting, reliability, and, of particular interest, invariance. Results suggested two dimensions were captured by the 41 items, entitled “knowledge, skills and behavior in promoting student achievement,” and “resource use, academic language, and numeracy,” with reliability of person separation of .94 and .73, respectively. Use of the 0-4 response scale was appropriate for both dimensions. Items were relatively easy to agree with for both scales, with person means of 1.24 and 0.57. Differential item function...

Analisis aitem adalah suatu proses yang menguji respon subjek terhadap aitem yang dibuat yang bertujuan untuk menilai kualitas dari item‐item dan tes secara keseluruhan. Analisis aitem sangat penting dalam meningkatkan kualitas aitem yang akan digunakan kembali dalam pengukuran formal (pengukuran sebenarnya) nantinya. Analisis aitem juga mampu mengeliminasi aitem yang ambigu, menyesatkan dan tidak relevan baik dengan konstrak maupun dengan subjek yang diukur. Analisis aitem penting untuk meningkatkan pengalaman dan keterampilan si pengembang instrumen ukur dalam mengidentifikasi domain‐domain konstrak yang ukur, mana domain yang perlu mendapatkan penekanan dan mana yang tidak perlu. Dari paparan diatas dapat kita simpulkan bahwa analisis aitem tidak hanya mengidentifikasi relevansi aitem dengan konstrak ukur akan tetapi juga relevansi aitem dengan sampel yang diukur. Butir “saya menghargai upaya atasa saya” bisa jadi akan gugur dalam analisis jika sampel yang digunakan adalah siswa, sebaliknya aitem tersebut tidak gugur jika sampelnya adalah pegawai.

Achieving competence in scientific inquiry or mastering scientific practices is an essential element of scientific literacy. Clearly, if students’ Scientific Inquiry Competence (SIC) is to be improved, a critical step is to reliably measure it and provide from this measurement feedback for teaching. Although numerous instruments were presented in literature to assess SIC, the specific potential of Rasch measurement for the integration of research assessment and individual feedback onto SIC is so far underestimated. This article presents details regarding the design and evaluation of a test instrument using an open-response format to measure students’ SIC in content-rich biology contexts at the upper secondary level. First, a set of three sub-competences (“generating hypotheses”, “designing experiments” and “analyzing data”) each composed of five competence aspects is introduced from literature to define the SIC construct. The SIC instrument was then operationalized using six open-en...

The National Senior Certificate examination is the most important school examination in South Africa. Analysis of learners’ performance in Mathematics in this examination is normally carried out and presented in terms of the percentage of learners who succeeded in the different bands of achievement. In some cases item difficulties are presented – item refers to the subsection of each examination question. Very little attention is paid to other diagnostic statistics, such as the discrimination indices and item difficulties taking into consideration partial scores examinees achieve on items. In this article we report on a study that, in addition to the usual item difficulties, includes a discrimination index of item difficulties taking into account partial scores examinees achieved. The items, considered individually, are analysed in relation to the other items on the test. The focus is on the topic sequences and series and the data were obtained from a stratified sample of the marked...

Purpose To develop and validate scales to measure constructs that survivors of childhood cancer report as barriers and/or facilitators to the process of transitioning from paediatric to adult-oriented long-term follow-up (LTFU) care. Methods Qualitative interviews provided a dataset that were used to develop items for three new scales that measure cancer worry, selfmanagement skills and expectations about adult care. These scales were field-tested in a sample of 250 survivors aged 15-26 years recruited from three Canadian hospitals between July 2011 and January 2012. Rasch Measurement Theory (RMT) analysis was used to identify the items that represent the best indicators of each scale using tests of validity (i.e. thresholds for item response options, item fit statistics, item locations, differential item function) and reliability (Person Separation Index). Traditional psychometric tests of measurement performance were also conducted. Results RMT led to the refinement of a 6-item Cancer Worry scale (focused on worry about cancer-related issues such as late effects), a 15-item Self-Management Skills scale (focused on skills an adolescent needs to acquire to manage their own health care), and a 12item Expectations scale (about the nature of adult LTFU care). Our study provides preliminary evidence about the reliability and validity of these new scales (e.g. Person Separation Index ≥ 0.81; Cronbach's a ≥ 0.81; test-retest reliability ≥ 0.85). There is limited knowledge about the transition experience of childhood cancer survivors. These scales can be used to investigate barriers survivors face in the process of transition from paediatric to adult care.

The purpose of this study was to investigate the psychometric properties of UTME and Post-UTME
Examination Items of Undergraduate Sciences Students of Bayero University, Kano-Nigeria. The
study adopted a survey research design. The target population of this study was 450 Basic Medical
Sciences students of Bayero University Kano. A sample of 196 students was drawn as the sample
size. Simple random sampling technique was used for the study. The instruments for data collection
was 2018/2019 UTME and Post-UTME Biology, Chemistry and Physics examination items. The
data collected were processed and analysed using descriptive and inferential statistics. Three
research questions were answered using mean, standard deviation and percentage, and three
hypotheses were tested using one-way Analysis of variance (ANOVA) at 0.05 level of significance.
The findings revealed that there is no significant difference between difficulty (f = 1.921, p =
0.094 > 0.05), discrimination (f = 1.481, p = 0.200 > 0.05) and distracter (f = 0.885, p = 0.491 >
0.05) indices of 2018/2019 UTME and Post-UTME Biology, Chemistry and Physics examination
items. The study further indicated that the UTME and Post-UTME difficulty index of Biology
34(85%) and 9(90%), Chemistry 34(85%) and 9(90%), Physics 33(82.5%) and 10(100%) items,
discrimination index of Biology 29(72.5%) and 8(80%), Chemistry 23(57.5%) and 7(70%),
Physics 24(60%) and 6(60%) items, and distracter indices of Biology 113(94%) and 29(97%),
Chemistry 115(96%) and 30(100%), Physics 112(93%) and 27(90%) options satisfied the
acceptable range. Based on the findings, it was recommended among others that the UTME and
Post-UTME examination items that do not meet the level of difficulty indices should be reviewed
before using them as examination items.

Arguments have been made that one purpose of learning mathematics successfully is for students to develop mathematical identities. Thus, since students are frequently evaluated with grades in university mathematics courses, a relevant question is how mathematical identities are associated with average grades. This study has measured engineering students’ mathematical identities and compared these measures with grades in university mathematics courses, and a Welch’s ANOVA conclude that the mean average grade amongst students with high mathematical identities is significant, and about one grade higher than students with low mathematical identities. Moreover, the variance is greater amongst students with low mathematical identities, which indicates a strong association between mathematical identity and average grade only when mathematical identities are high.

Background: The present study aimed to develop and validate a psychological resilience scale for mothers of children with ASD using calibration with the Rasch-Andrich model. Methods: A quantitative approach of national survey research design using an online questionnaire was applied. The cross-sectional study involves a sample of mothers of children with ASD in KSA. Purposive sampling was employed. There were 310 mothers of children with ASD. All of them filled in all questions on the scale. Findings: Concerning unidimensionality and local independence assumptions, the first factor explains more than (20%) of the variance in score with respect to the total variance due to all factors, so it can be said that there is one factor behind the items of the scale. The separation index and reliability of the psychological resilience scale for mothers of children with ASD were at an acceptable level. The person separation reliability was 0.96, indicating an acceptable degree of confidence in replicating the placement of persons within measurement error. Conclusion: Analysis by Item Response Theory (IRT) models allows a considerably deeper understanding of the psychometric properties of the items and scale.

Charron, 2019). However, as educational paradigms evolve and our understanding of literacy broadens, there is a growing recognition of the limitations inherent in singular measurement models (Arabbani, et al., 2019). Thus, there arises a critical need to explore alternative approaches that capture the multidimensional nature of literacy more comprehensively.

This report examines the readiness of Latino high school students for college-level academic work based on their reading comprehension and verbal reasoning skills. We first review pertinent college admissions test data and educational survey data. Next, we go on to discuss findings from a variety of research fields that sharpen our understanding of factors that can promote or inhibit the development of verbal comprehension and reasoning skills among Latino students. Our analysis of research covers contextual factors, discourse processing, and word recognition factors related to reading comprehension and verbal reasoning performance. We conclude with a discussion of some important questions that need to be pursued in devising effective instruction and interventions based on what research has revealed.

Background People with rheumatic or neurologic conditions are commonly referred for occupational therapy because of decreased ability to perform ADL tasks. Upon referral, occupational therapists use a client-centred, occupationfocused approach when evaluating a person's perceived and observed quality of ADL task performance to clarify the nature and extent of the person's problems, plan interventions and determine effectiveness of interventions. Evaluation of the extent of problems and change following intervention require the use of linear measures of ADL. The aim of this doctoral thesis was to develop and validate linear measures of perceived and observed quality of ADL task performance for occupational therapy clinical praxis and research. Methods To develop linear measures of observed quality of ADL task performance based on Rasch measurement methods, clients with ABI (n=70) were evaluated using a 3-category rating scale and the ADL Taxonomy. Similarly, to develop linear measures of perceived quality of ADL task performance women with rheumatic diseases (n=118) reported their ability on a questionnaire and in an interview based on the ADL Taxonomy and a 4category rating scale. To further validate the ADL ability measures of the Assessment of Motor and Process Skills (AMPS) data were collected in two samples. In a sample of women with chronic widespread pain (CWP) or fibromyalgia (FM) (n=50) the ADL ability measures were validated with regard to discrimination, stability and sensitivity to changes. Discrimination was examined by comparing AMPS data from women with CWP/FM to those of healthy women. Stability and sensitivity to change were examined based on repeated AMPS observations pre and post intervention. In addition, sensitivity to change was examined in a sample of clients with ABI (n=36) using a pre-and post-test design. Finally, the validity of the AMPS ADL ability measures in relation to perceived ADL ability was examined in women with rheumatic diseases (n=118) and women with CWP/FM (n=50). Results Based on the results of the four studies in this thesis, we were able to conclude that it was possible to obtain linear measures of observed quality of ADL task performance based on a revised version of the ADL Taxonomy (ADL-O). It was also possible to obtain linear measures of perceived quality of ADL task performance based on revised versions of the ADL Taxonomy using the formats of questionnaires (ADL-Q) and interviews (ADL-I). Moreover, it was possible to establish further evidence of validity of the ADL ability measures of the AMPS. Thus, the AMPS ADL ability measures could discriminate between women with CWP/FM and healthy women. The ADL ability measures of remained stable when no intervention was provided and the ADL motor ability measures were sensitive to change among women with CWP/FM. Moreover, the ADL ability measures were sensitive to change among clients with low ADL ability following ABI. Finally, only low to moderate correlations were found between measures of perceived and observed ADL ability. Conclusions Rasch analyses of revised versions of the ADL Taxonomy suggest that the majority of the ADL tasks and rating scales focused on quality of ADL task performance can be used to obtain linear measures of quality of ADL task performance based on methods of questionnaire, interview or observation. Furthermore, the studies provided evidence of validity of the ADL ability measures of the AMPS in relation to discrimination, stability and sensitivity to change and relation to perceived ADL ability. The results may, therefore, enhance the use of ADL instruments that provide linear measures of perceived and observed quality of ADL task performance in occupational therapy clinical praxis and research.

Financial exploitation and psychological abuse of elderly individuals (60 years of age or older) are hidden and pervasive problems that have not been well conceptualized nor well measured. Goals. This research developed concept maps, theoretical hierarchies, and measures to be used in screening and detecting financial exploitation and psychological abuse in older adults. Methods. In Phase 1, the research team used concept mapping with input from 16 experts in the field to conceptualize and organize measure development for these two abuse constructs. Phase 2 of this project was comprised of a feasibility study of a financial exploitation measure and of a psychological abuse measure based on the concept map and expert panel input. Phase 2 consisted of focus groups and cognitive interviews at community sites (e.g., senior centers and case coordination units) to develop procedures for obtaining sensitive information concerning financial exploitation and psychological abuse and to develop new items and refine existing items assessing these areas. Although our original objective was only to develop questionnaires for consumers, we learned that it would be useful to have staff questionnaires that would measure the same constructs. Therefore, we also developed the staff questionnaires. Phase 3 was a full-scale field test of the two abuse subcomponents, i.e., financial exploitation and psychological abuse, with data collection on 227 substantiated elder abuse clients and their 22 corresponding elder abuse investigators with a subsequent psychometric analysis of the resulting client self-report data. Results. The products were: 1) conceptual frameworks for financial exploitation (Conrad, Ridings, Iris, et al., in press) and psychological abuse of the elderly (Conrad, Iris, Ridings, et al., in press), 2) a set of procedures for obtaining sensitive information concerning financial exploitation and psychological abuse from suspected or substantiated clients, and 3) an empirically tested abuse measure that obtains information from the client perspective. Significance. These products should help to open this neglected area for improved services and research. They may help researchers to understand prevalence better by enabling more accurate self and third party reporting. Better measurement will also enable practitioners to screen clients more efficiently, systematically and precisely, so that, with the development of cutoff scores, cases may be triaged more effectively into appropriate interventions.

Представлен обзор современных зарубежных исследований капитала. Выделяются и описываются человеческий, социальный, психологический капиталы как самостоятельные области исследования. Впервые вводится и развивается понятие капитала индивидуальности, дополняющего другие разновидности капитала. Базовые особенности капиталов раскрываются через понятия ресурсов и потенциалов. Индивидуальные свойства, взятые совместно, показаны, как распределенные ресурсы и потенциалы, с одной стороны, объединенные ресурсы и потенциалы индивидуальности, взятой в совокупности ее свойств, с другой. Перспективой систематического исследования капитала индивидуальности может служить обращение к теории интегральной индивидуальности В.С. Мерлина [4] и концепции системной интеграции индивидуальности человека Б.А. Вяткина и Л.Я. Дорфмана [1]. Намечается подход к эмпирическому изучению капитала индивидуальности на основе учета разноуровневых свойств интегральной индивидуальности как ресурсов и потенциалов, позволяющих человеку добиваться высоких результатов в различных сферах жизнедеятельности. Понятие капитала индивидуальности вводится для того, чтобы дополнить существующие представления об индивидуальных различиях взглядом на них с позиций раскрытия сильных сторон человеческих возможностей к существованию, жизнеобеспечению, достижению индивидуальных успехов. Ключевые слова: человеческий капитал, социальный капитал, психологический капитал, капитал индивидуальности, индивидуальность, ресурсы, потенциалы. Финансирование. Исследование выполнено при финансовой поддержке Российского фонда фундаментальных исследований (РФФИ) в рамках научного проекта № 19-29-07046.

Item analysis is a general term that refers to the specific methods used in education to evaluate test items, typically for the purpose of test construction and revision. Construction and analysis of science examinations in high school curricula needs the integration of integrated process and skill type which help students develop their rational and logical thinking. This exploratory study aimed to investigate the comparative results of item analyses using Rasch Model Analysis and SPSS. It examined the reliability, mean difficulty, mean ability, discrimination index, mean trend scores, infit and misfit, and item-person and fit maps using the results of the Basic & Integrated Science Process and Skill Test (BISPST) administered to secondary science high school teachers in the Division of Nueva Vizcaya. The Rasch Model Analysis and SPSS revealed the same unsatisfactory value of internal consistency or the reliability coefficient Cronbach's alpha (0.66 and 0.67), mean score (19.52) and standard deviation (4.53) of the BISPST. The mean item difficulty was set at 0 by definition (SD = 2.02) and the mean examinee ability was 1.56 (SD = 0.98), which means that the examinees were able to correctly answer 61% of items on average. 33 items with difficulty lower than the least able examinee. The mean ability using Rasch Model Analysis per item showed that high performers in the test got the correct answers compared to the low performing group. This is the same and consistent with the results of the mean trend scores of the upper, middle and lower groups as generated by the SPSS. Choices in the BISPST were found to be effective distracters. Although most items needs revision as revealed by the values generated by both softwares, no items were found to be misfit in the distribution.

Introduction: Unintentional bleeding is the leading cause of death in people 1-44 years of age in the United States. The Stop the Bleed (STB) campaign is a nationwide course that teaches the public to ensure their own safety, call 911, find the bleeding injury, and achieve temporary hemorrhage control by several techniques. Although the national campaign for the training course was inspired by active shooter events, the training can be applied to motor vehicle accidents and small-scale penetrating and gunshot wounds. Extending the audience to inner-city high school students in a violence-prone neighborhood has the potential to save lives if they are first on the scene. Objectives: We hypothesized that students would have a greater degree of comfort, willingness, and preparedness to intervene in acute bleeding after taking the course. Methods: This was a prospective, interventional pilot study in one inner-city high school in Brooklyn, New York. Students were given the option to participate in the STB course with pre-and postsurveys. We recruited 286 students from physical education or health education class to take a 50-minute bleeding control training course. Mean age was 15.7 years old. Students were divided into groups of 20-25 and taught by 2-3 emergency medicine, pediatric, or trauma surgery STB instructors. Each course included 2-3 skills stations for placing a tourniquet, wound packing, and pressure control. Results: Prior to the course, only 43.8% of the students reported being somewhat likely or very likely to help an injured person who was bleeding. After the course, this increased to 80.8% of students even if no bleeding control kit was available. Additionally, there were significant improvements in selfrated comfort level from pre-to post-course 45.4% to 76.5%, and in self-rated preparedness from 25.1% to 83.8%. All three measures showed statistically significant improvement, P <.0001. Conclusion: Teaching the STB course to high school students from a community with high levels of violence resulted in increased comfort level, willingness, and preparedness to act to control bleeding. If these opinions translate into action, students' willingness to act could decrease pre-hospital blood loss and empower youth to perform life-saving interventions. [West J Emerg Med. 2022;23(2)X-X.] Western Journal of Emergency Medicine 2 Articles in Press Educating and Empowering Inner-City High School Students in Bleeding Control Okereke et al. How does this improve population health? High school students trained in STB can help save lives before paramedics arrive by performing bleeding control measures.

Considerando la importancia teórica, empírica y práctica de la valoración del autocontrol mediante instrumentos válidos y confiables, en el presente estudio se evaluaron las propiedades psicométricas de la versión original de la Self-Control Scale (SCS). Con este fin, se utilizó el modelo de escala de clasificación para estimar la unidimensionalidad, la idoneidad de las categorías de respuesta y el ajuste de las personas a los ítems de la SCS. Estos análisis se realizaron en una muestra por conveniencia de 1072 estudiantes universitarios argentinos. Entre los principales resultados puede mencionarse que la SCS permite una valoración unidimensional del constructo autocontrol y que una versión de la escala con 3 categorías de respuesta podría ser más adecuada para la medición del autocontrol que la versión original de 5 categorías. Sin embargo, se encontró que con la nueva configuración de las categorías de respuesta se presentaba un funcionamiento diferencial en 3 ítems de acuerdo al...

This study investigated the implementation of assessment for learning (AfL) as reported by 60,588 teachers in 36 educational systems through secondary analysis of data from the International Civic and Citizenship Education Study (ICCS) 2009. Recent literature identified positive impacts of AfL on subsequent teaching and learning, but the literature also reported that implementation was slow. Given that reform must first be implemented before it can have a practical impact, this study sought to examine the facilitating factors contributing to teachers' adoption of AfL in different locations. The study found AfL practice was predicted by self-confidence in using different teaching methods, favourable classroom environments and students who were well-behaved. Such teachers also formed harmonious social relationships, were capable of civilised communication and undertook collaborative working with their colleagues. They worked within a school culture where students' opinions were respected and a participatory decision-making leadership style was practised.

The purpose of this study is to examine the psychometric quality of the Teachers’ Sense of Efficacy Scale (TSES) with data collected from 554 teachers in a U.S. Midwestern state. The many-facet Rasch model was used to examine several potential contextual influences (years of teaching experience, school context, and levels of emotional exhaustion) on item functioning within the TSES. Results suggest that although TSES items are rather easy for teachers to endorse, sufficient variance in the item endorsement hierarchy of the scale exists to support the validity of score interpretations. The items are invariant across years of teaching experience or school locations, but not invariant across levels of emotional exhaustion.

The purpose of this study was to describe the Rasch model for measurement and apply the model to examine the relationship between raters, domains of written compositions, and student writing ability. Twenty raters were randomly selected from a group of 87 operational raters contracted to rate essays as part of the 1993 field test of the Georgia High School Writing Test. Each rater rated the complete set of 366 essays written by high school students and each essay was scored on 4 domains: (1) content and organization; (2) style; (3) conventions; and (4) sentence formation. The Rasch model-based FACETS computer program (J. Linacre and B. Wright, 1994) was used to examine whether there were statistically significant differences in rater severity and domain difficulty, and to explore the rater by domain interaction effect. Results indicate significant differences between raters, between domains, and a significant interaction effect between raters and domains. (Contains 4 tables, 8 figures, and 20 references.) (Author/SLD)

The writing of school-aged children is assessed for many reasons (Graham, Harris, & Hebert, 2011). Teachers assess writing to monitor students' growth as writers, inform instruction, provide feedback, and evaluate the effectiveness of their teaching. Students assess their own writing to appraise growth, identify strengths, and determine areas in need of further development. Peers assess other students' writing to provide them with feedback on what works in a paper and what still needs work. States and school districts assess writing to determine how many students meet local or state performance standards, identify youngsters who need extra help, and evaluate the effectiveness of individual teachers and schools. The national government administers the National Assessment of Educational Progress (NAEP) writing test to measure American students' collective writing success, evaluating students' writing performance across time. Given the heavy emphasis now placed on assessment and evaluation as a tool for improving and reforming writing and other aspects of education in the United States (Gewertz, & Robelen, 2010; National Commission on Writing, 2003), it is important to ask whether the various forms of assessment, ranging from classroom-based writing assessments to state and district evaluations (the focus of this article) do, in fact, make a difference in improving how well students write? For students with disabilities, such questions are especially important, as so many of these students experience difficulty learning to write. On the 2007 NAEP (Salahu-Din, Persky, & Miller, 2008), just 6% of eighth-grade and 5% of twelfth-grade students with disabilities performed at or above the "proficient" level in writing (defined as solid academic performance). Students scoring below this level are classified as obtaining only partial mastery of the literacy skills needed at their respective grade. Thus, this assessment indicates that 19 of every 20 students with disabilities do not acquire the writing skills needed for success in school. Although classroom-based assessments are not the focus of this article, evidence shows that such assessments can make a difference in improving how well students write. A recent meta-analysis of experimental and quasi-experimental studies conducted mostly with typically developing students (Graham, Kiuhara, McKeown, & Harris, 2011) provided empirical evidence that writing assessments that are part of typical classroom practices improve the overall quality of students' writing. When students receive feedback about their writing and learning progress, writing improves. When students evaluate their own writing, writing

The older population The proportion of people who have reached 65 years of age is rapidly growing in most parts of the world. In 2004, when this research project started, Icelanders who had reached 65 years of age accounted for 11.7% of the nation 10 as compared to 17.3% in Sweden, 12.4% in the US, and 13.8% on average for the Organization for Economic Cooperation and Development (OECD) countries. 15 The average age (35.5 years) and old age dependency ratio (20% = 5 persons aged 20 to 64 years for every older person) are also relatively low in Iceland compared to other OECD countries. 16 Icelandic statistics from 2010 show the proportion of 65 years and older people is now almost 12% and a population projection predicts the proportion to rise sharply in the years to come and to reach 23% in 2050 (Figure 1). 10,16 10-14 5-9 0-4 Along with the aging of the population and rising old age dependency ratios, there is an increasing debate in Western societies about raising retirement ages and enabling people to work longer. 13 In Iceland the general retirement age is 67 years, when the State Social Security Institute begins paying old age pensions. The effective retirement age, however, is around 65 to 66 years among women but higher among men or 68 to 69 years of age. 18 In a governmental report, the employment participation Disability Similar to health, disability used to be defined as a characteristic of the person, a consequence of a disease, and without any linking to the environment. A person with any significant impairment was labeled as disabled or handicapped. The role of environmental factors in the disability process has, however, gradually worked its way into the There has been an ongoing debate on what should be the common international language when studying late-life disability and health. 44 Although the U.S. gerontological community is still favoring Nagi's Disablement Model 45 consensus regarding the use of ICF within the field of aging worldwide has strengthened in recent years. 15,33,41,42 In 2003 the World Confederation for Physical Therapy recommended the implementation of the ICF 46 and in 2008 the American Physical Therapy Functioning and health in old age The ICF framework has highlighted the importance of environment and participation in research on functioning and health in old age. These concepts, environment and participation, form the main frame of this thesis along with a physically active lifestyle, confidence in maintaining balance in daily life, and self-rated health. Despite the well-known benefits of an active lifestyle in old age, the prevalence of inactivity appears to increase with aging. 75,83,84 For example, based on leisure-time physical activity research, sedentary lifestyle appears to be particularly prevalent among older rural people. 54,56