Rasch model, growth curves, regression, itembanking,
The objective of the study was to develop and validate a 21-item nutrition knowledge test to measure people's knowledge of the fat content of food-products. After pretesting and provisional development, the test was administered twice to study test-retest reliability. Furthermore, various sub-populations with expected differences in nutrition knowledge completed the test in order to study the construct validity of the questionnaire. The subpopulations consisted of lay-people (N = 81), students of human nutrition and dietetics (N = 108), and professional experts (N = 79) on human nutrition. The internal consistency and uni-dimensionality of the test were determined by calculating the KR-20 statistic and the log-likelihood ratio statistic for the Rasch model. Pearson's correlation and gross misclassification between T1 and T2 were calculated to assess the test-retest reliability. Analysis of variance was used to test for differences in mean knowledge scores between subpopulations. Test-retest reliability was found to be sufficient (R = .85). The internal consistency was moderate (KR20 = .68). According to the Rasch model, two items had to be removed from the test before the log-likelihood ratio statistic of the Rasch model indicated that knowledge about the fat content of food products as assessed by the questionnaire is a uni-dimensional construct. The differences in mean knowledge scores between the subpopulations were significant (p < .01) and in the expected direction (experts > students > lay people). It can be concluded that the test is a reliable and valid instrument to measure knowledge about total fat content in food products and that the Rasch model is a comprehensive method to indicate the reliability of nutritional knowledge tests.
A distribution free approach for comparing growth of knowledgeTan, E.S.; Imbos, TJ.; Does, R.J.M.M. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Download date: 12 May 2018Journal of Educational Measurement Spring 1994, Vol. 31, No. 1, pp. 51--65 Albers, Does, lmbos, and Janssen (1989). Furthermore, growth of knowledge has been described by means of a general regression model. Statistical inferences are possible using a randomization design extended to the situation where the observations are time-dependent proportions of correct answers.
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