Browsing by Subject "Rasch models"
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Item Examining The Validity Of A Developmental Mathematics Diagnostic Test Using The Rasch Model, Virtual Equating, And Ordinal Regression(2016) Rollins, Cheryl; Haines, R. Trent; Psychology; Doctor of PhilosophyThe purpose of this study was to gather evidence of the validity of a developmental mathematics diagnostic test used at Morgan State University. The regular and local validation of tests is a psychometrics best practice. The test validation process involves the definition of a construct by subject matter experts, the creation of items, the evaluation of items for construct relevance by subject matter experts, and the analysis of whether test results support the validity of the test. The diagnostic test was created by faculty experts in the field of developmental mathematics using an item bank provided by the course textbook publisher. The judgment of experts in the field provides evidence of the content validity of test items. The Rasch Measurement Model provides evidence of the construct validity of a test through fit statistics. Acceptable Rasch Measurement Model fit statistics contributed evidence to support the construct validity of the diagnostic test. This study also assessed the equivalence of the alternate forms of the diagnostic test using virtual equating, a procedure developed by Luppescu (1996, 2005, 2015). Results indicated that the alternate forms produced equivalent person ability measures which suggest all forms were measuring the same construct. The test was administered in a pretest-posttest design to students enrolled in developmental mathematics during the fall 2014 semester. The difference in Rasch ability measures between pretest and posttest administrations revealed that there were significant and positive changes which provided evidence that the test items were capturing class content. The predictive validity of the diagnostic test was assessed through multiple analyses. A correlational analysis between the posttest Rasch ability measures and the course final examination Rasch ability measures revealed a small, positive, and significant correlation. Ordinal regression revealed that the posttest Rasch ability measures were a significant and positive predictor of obtaining a higher final grade in the developmental mathematics class, but were not significant predictors of the course grades in the spring 2015 mathematics classes. The results of this study contribute to the literature on the Rasch Measurement Model as a practical application of locally collected evidence of the validity of a test.Item The Development Of A Semi-Automated Score Reporting Framework Using The Rasch Measurement Model(2016) Hona, Subin; Haines, R. Trent; Psychology; Doctor of PhilosophyEducators and psychologists are often unaware of the application of the IRT models such as the Rasch measurement model and are not motivated to understand IRT because its applications are not made sufficiently explicit. On one hand, the Rasch measurement model provides invariant, linear, and interval level measurement. On other hand, Rasch analysis procedures are time consuming and require training and familiarity with Rasch analysis programs. The purpose of this study was to develop a semi-automated scoring framework to examine data fit to the Rasch measurement model and generate a Rasch-based score report. The semi-automated scoring framework a) assists educators and researchers in conducting Rasch analysis and generating a Rasch-based score for the tests without undertaking complicated Rasch analysis procedures and b) reduces time required to generate a Rasch-based score report. Findings indicated that the scores and analysis from the semi-automated scoring framework are comparable to Winsteps. The semi-automated scoring framework described in this study can later be developed into scoring software or an app and can be extrapolated to partial credit tests or rating scales surveys.Item The Student Scale Of Culturally Responsive Teaching: A Development And Validation Study Using The Rasch Rating Scale Model(2016) Payton, Tameka Leshina; Haines, R. Trent; Psychology; Doctor of PhilosophyThis study details the use of the Rasch Rating Scale Model (RRSM) to develop and validate a scale designed to measure students' perspectives of the importance of culturally responsive teaching practices. During the scale development and construct validation process, students' perspectives were capture through a series of focus groups. Students reviewed, created, and revised the 55-Likert-like items on the Student Scale of the Importance of Culturally Responsive Teaching Practice. In the operational administration, 222 middle and high school students from a Mid-Atlantic urban school district, a Midwestern suburban school district, and a Southeastern urban school district completed the scale. An analysis of the Rasch-Andrich Thresholds indicated that the rating scale categories are functioning, to some extent, properly. Acceptable fit statistics suggested that the data fit the RSM, and has met the model's specifications. Therefore, the Student Scale of the Importance of Culturally Responsive Teaching Practice is a quality measure that represents invariant measurement.