Rasch Measurement: Applications In Quantitative Educational Research

283 Pages·2020·7.009 MB·English

by  Myint Swe Khine

Myint Swe Khine   Editor
Rasch
Measurement
Applications in Quantitative Educational
Research
Rasch Measurement
Myint Swe Khine
Editor
Rasch Measurement
Applications in Quantitative Educational
Research
123
Editor
MyintSwe Khine
Emirates Collegefor AdvancedEducation
AbuDhabi, UnitedArab Emirates
Curtin University
Perth, Australia
ISBN978-981-15-1799-0 ISBN978-981-15-1800-3 (eBook)
https://doi.org/10.1007/978-981-15-1800-3
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Contents
Part I Theoretical and Conceptual Frameworks
1 Objective Measurement in Psychometric Analysis . . . . . . . . . . . . . 3
Myint Swe Khine
2 Rasch Basics for the Novice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
William J. Boone
3 Applying the Rasch Rating Scale Method to Questionnaire
Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Christine DiStefano and Ning Jiang
4 Objective Measurement: How Rasch Modeling Can Simplify
and Enhance Your Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Chong Ho Yu
Part II Rasch Model and Analysis in Education Research
5 Re-examining the Utility of the Individualised Classroom
Environment Questionnaire (ICEQ) Using the Rasch Model . . . . . 77
Francisco Ben
6 Validation of University Entrance Tests Through Rasch
Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Italo Testa, Giuliana Capasso, Arturo Colantonio, Silvia Galano,
Irene Marzoli, Umberto Scotti di Uccio and Gaspare Serroni
7 Examining an Economics Test to Inform University Student
Learning Using the Rasch Model . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Joseph Chow and Alice Shiu
8 Constructs Evaluation of Student Attitudes Toward
Science—A Rasch Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Fan Huang, Liu Huang and Pey-Tee Oon
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vi Contents
9 Validation of a Science Concept Inventory by Rasch Analysis . . . . 159
Melvin Chan and R. Subramaniam
10 BigChangesinAchievementBetweenCohorts:ATrueReflection
of Educational Improvement or Is the Test to Blame? . . . . . . . . . . 179
Celeste Combrinck
Part III Validation Studies with Rasch Analysis
11 A Rasch Analysis Approach to the Development and Validation
of a Social Presence Measure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Karel Kreijns, Monique Bijker and Joshua Weidlich
12 Construct Validity of Computer Scored Constructed Response
Items in Undergraduate Introductory Biology Courses. . . . . . . . . . 223
Hye Sun You, Kevin Haudek, John Merrill and Mark Urban-Lurain
13 An Analysis of the Psychometric Properties of the Social
Responsibility Goal Orientation Scale Using Adolescent Data
from Sweden. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Daniel Bergh
14 Using Graphical Loglinear Rasch Models to Investigate
the Construct Validity of the Perceived Stress Scale. . . . . . . . . . . . 261
Tine Nielsen and Pedro Henrique Ribeiro Santiago
Editor and Contributors
About the Editor
MyintSweKhine isaProfessorattheEmiratesCollegeforAdvancedEducation,
United Arab Emirates. He is also an Adjunct Professor at Curtin University,
Australia.HehastaughtatleadinguniversitiesthroughoutAsiaincludingNanyang
Technological University in Singapore. He holds master’s degrees from the
University of Southern California, USA, and the University of Surrey, UK and a
Doctorate in Education from Curtin University in Australia. His research interests
are in learning sciences, and educational measurement and assessment. He has
publishedwidelyininternationalrefereedjournalsandeditedseveralbooks.Oneof
hisrecentbooks,InternationalTrendsinEducationalAssessment:EmergingIssues
and Practices is published by Brill in the Netherlands in 2019.
Contributors
Francisco Ben is currently Senior Lecturer and Head of Postgraduate and
Research at Tabor Faculty of Education—a private tertiary education provider in
South Australia. His research areas include Science and Mathematics Education,
and ICT in Education. His research also covers measurement and evaluation in
Education.Hemainly employs inhisdata analysisnewerpsychometric techniques
includingtheRaschModelandmultilevelmodeling.Franciscontinuestopublishin
thefollowingareas:TheuseofICTinteaching;Examinationoftheutilityofsurvey
scales;andPhysics/Science Education.He isa co-founderoftheTransdisciplinary
MeasurementandEvaluationResearchGroup(TMERG)basedattheUniversityof
Adelaide in South Australia.
Daniel Bergh works at the Centre for Research on Child and Adolescent Mental
Health, Karlstad University, Sweden, where he is engaged in research on how
schoolingandsocialrelationshipsinfluenceyoungpeoples’mentalhealth.Thatwas
vii
viii EditorandContributors
alsothetopicofhisdoctoratepublishedin2011.Danielhasaparticularinterestin
psychometric analyses based on the Rasch Model. In 2012–2013 he spent an
18-month postdoc period at the University of Western Australia, Perth, Australia,
focusingonRaschMeasurement.BerghhascontinuouslyastronginterestinRasch
Measurement Theory. His research has turned even more into the school setting
nowfocusingontheassociationsbetweenmotivationandschoolachievement,and
mentalhealthamongadolescents,wherepsychometricanalysesbasedontheRasch
Model is an integral part.
Monique Bijker Ph.D. is a senior researcher at Zuyd University of Applied
Sciences in the Netherlands and anAassistant Professor at the Department of
Psychology and Educational Sciences at the Open University of the Netherlands.
She focuses on field research in educational contexts and applies the Rasch mea-
surement model to test the reliability, validity, dimensionality, and scale structures
of the psychological measurement instruments and assessments that have been
employed.
William J. Boone is Professor of Psychometrics, Department of Educational
Psychology, and Distinguished Research Scholar at Miami University, Oxford,
Ohio.HealsoservesastheDirectorfortheQuestionnaireandTestDesign-Analysis
Laboratory.HeconductsRaschanalysisworkshopsinvariouscountriesaroundthe
world.
Giuliana Capasso graduated in 2015 in mathematics at the University of Naples
Federico II. She teaches in secondary school and collaborates with the Physics
Education group at the “Ettore Pancini” Physics Department to implement labo-
ratory activities for secondary school students. Her research interests include
inquiry-based teaching and the development of teaching–learning activities to
introduce quantum mechanics at the secondary school level.
Melvin Chan is a Research Scientist at the Centre for Research in Pedagogy and
PracticeattheNationalInstituteofEducationatNanyangTechnologicalUniversity
in Singapore. He is Principal Investigator of a number of large-scale quantitative
research projects that investigate school, classroom, and student factors that con-
tribute to effective pedagogy and schooling success in Singapore. Dr. Chan also
servesasManagingEditorfortheAsiaPacificJournalofEducationandheteaches
graduate-level courses in introductory research methods and latent variable mod-
eling.Hisprimaryresearchinterestsincludeexaminingmodelsofstudentlearning,
outcomes, and educational pathways.
JosephChow currentlyworksattheEducationalDevelopmentCentreattheHong
Kong Polytechnic University. He has been awarded the Dr. Judith Torney-Purta
Outstanding Paper Award. As an Educational Developer, he aims to facilitate the
creation of conditions supportive of teaching and learning in higher education by
(1) making assessment and evaluation information meaningful and user-accessible
in practice and policy contexts for instructors and senior management, and
EditorandContributors ix
(2) building organizational and individual capacity in assessment and evaluation
areas via professional development activities. His research interests include edu-
cationalmeasurement,diagnosticassessment,studentlearningoutcomeassessment,
and scholarship of teaching and learning with a goal to provide students, teachers,
and institutions with actionable information they need, value, and trust for
instructional purposes.
Arturo Colantonio is a secondary school physics teacher and a Ph.D. student at
the International School of Advanced Studies of the University of Camerino in
collaboration with theUniversity ofNaplesFedericoII.His research workfocuses
onthedevelopmentofateaching–learningsequenceabouttheUniverse.Heisalso
interested in the use of multimedia to enhance students’ learning in physics.
Celeste Combrinck is a South African research psychologist with a focus on
social science measurement. She works at the Centre for Evaluation and
Assessment (CEA) at the University of Pretoria. Her lectures include research
methodology and application. She has managed several large-scale assessment
studies,includingtheProgressinInternationalReadingLiteracyStudy(PIRLS)for
2016 as well as projects for the Michael and Susan Dell Foundation (MSDF) and
the Nuffield Foundation. In 2017, Celeste was the recipient of the Tim Dunne
Award and presented at the Seventh International Conference on Probabilistic
ModelsforMeasurementDevelopmentswithRaschModelsinPerth,Australia.As
apromoterofrigorousandfairassessmentpractices,Celestepresentsworkshopson
the use of Rasch measurement theory to students, colleagues, and researchers.
Christine DiStefano is a Professor of Educational Measurement at the University
of South Carolina. She teaches courses in measurement theory, scale construction,
Rasch methodology, and structural equation modeling. Her research interests
include analysis of ordinal (e.g., Likert scale) data using Rasch models and struc-
tural equation modeling, validity issues, and mixture modeling.
Umberto Scotti di Uccio Ph.D. is an Associate Professor in Physics of Matter at
“EttorePancini” Physicsdepartment oftheUniversity ofNaples FedericoII.He is
the chair of the outreach activities of the Department. Recently he switched his
research interest toward physics education and in particular in the teaching and
learningofquantummechanicsatsecondaryschoolanduniversitylevel.Heisalso
interestedindesigningresearch-basedmaterialsfortheprofessionaldevelopmentof
physics teachers.
Silvia Galano Ph.D. is a Middle School Teacher and a researcher at “Ettore
Pancini”PhysicsdepartmentoftheUniversityofNaplesFedericoII.Sheearnedher
Ph.D. at the International School of Advanced Studies of the University of
Camerino.Hercurrentresearchworkfocusesonstudents’viewsonmediascientific
communication.Sheisalsointerestedininvestigatingchildren’srepresentationsof
astronomical phenomena and in developing inquiry-based teaching–learning
sequences for secondary school level.
x EditorandContributors
Kevin Haudek is an Assistant Professor in the Biochemistry and Molecular
Biology department and the CREATE for STEM Institute at Michigan State
University. He earned his Ph.D. in Biochemistry, then transitioned into under-
graduate science education research for his postdoctoral studies and became
engaged in Discipline-Based Education Research (DBER). His current research
interestsfocusonuncoveringstudentthinkingaboutkeyconceptsinbiologyusing
formativeassessmentsandrevealingstudents’mentalmodels.Aspartofthiswork,
he investigates the application of computerized tools to help evaluate student
writing, focusing on short, and content-rich responses. These computerized tools
facilitateboththeexplorationofideasinstudentwriting,aswellastheapplication
of machine learning techniques to automate the analysis of written responses.
Fan Huang is currently a Research Scholar at the University of Macau. Her
diverse research interests include educational measurement, technology in educa-
tion, and international comparative studies.
Liu Huang received her master’s degree from the University of Macau in 2017.
SheisnowworkingasaHighSchoolBiologyTeacheratHuiyangschoolaffiliated
to SCNU. Her main research interests include students’ attitudes toward science,
biology teacher development, and STEM education.
Ning Jiang isa Ph.D. candidate ofEducational Research and Measurementatthe
University of South Carolina. Her research interests include Structural Equation
Modeling, Differential Item Functioning, Item Response Theory, Multilevel
Modeling,andartassessment.Shealsoworksasagraduateresearchassistantinthe
Research, Evaluation, and Measurement Center (REM) at the UofSC. There, she
assistswithmanyevaluations,research,andassessmentprojects.Mostly,sheworks
on a statewide arts assessment program. Her work includes reviewing, and vali-
datingeachyear’sitems,creatingtestforms,trainingtestadministrators,analyzing
data using Classical Test Theoryand Item Response Theory,and writing technical
reports.
Karel Kreijns is a Full Professor at the Welten Institute at the Open University
of the Netherlands. His primary research interest is the social aspects of
Computer-Supported Collaborative Learning (CSCL) and networked learning(i.e.,
socialpresence,socialspace,andsociability).Otherresearchinterestsareteachers’
motivationfortheuseoftechnologyineducationusingSelf-DeterminationTheory
and the Reasoned Action Approach, and BIE-coaching (BIE = bug-in-ear tech-
nology) of beginning teachers to reduce attrition and to improve the quality of the
teacher. He uses advanced statistics (Rasch measurement model, SEM, finite
mixture model, bi-factor model) wherever necessary.
Irene Marzoli Ph.D. is a researcher at the School of Science and Technology,
UniversityofCamerino.AftergraduatinginPhysicsattheUniversityofCamerino,
shereceivedherPh.D.inPhysicsattheUniversityofMilan.Herresearchinterests
spanfromtheoreticalquantumopticsandiontrappingtophysicseducation.Sheis
currently serving as a science communication manager of the COST Action