An Evaluation of the Psychometric Properties of Three Different Forms of Daly and Miller’s Writing Apprehension Test through Rasch Analysis

doi:10.12738/estp.2017.3.0051

Cited by 6 publications

(6 citation statements)

References 31 publications

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“…To clarify, model-data fit indicates that the assumption of unidimensionality is ensured, while ensuring the assumption of unidimensionality indicates that there is no problem about the assumption of local independence. In this sense, analyzing if the model-data fit is present or not is the basic assumption that must be tested within Rasch analysis (Güler, İlhan, Güneyli, & Demir, 2017).…”

Section: Discussionmentioning

confidence: 99%

Akran değerlendirmede analitik rubrikle ve genel izlenimle yapılan puanlamaların incelenmesi

Öztürk¹,

Şahin

İlhan

2019

Turkish Journal of Education

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The aim of this research was to analyze and compare analytic rubric and general impression scoring in peer assessment. A total of 66 university students participated in the study and six of them were chosen as peer raters on a voluntary basis. In the research, students were supposed to prepare a sample study within the scope of scientific research methods course and were also expected to present their studies in class. While the students were giving a presentation, their course instructor and peer raters conducted scoring, firstly by using the analytic rubric and subsequently by using general impressions. Collected data were analyzed using the Rasch model. Consequently, it was found that students were distinguished from one another at a highly reliable rate using both scoring methods. Additionally, it was discovered that the differences between students' ability levels were better revealed when analytic rubric was used. It was ascertained that there was a high level positive correlation between the ability estimations obtained from the scores performed by the peers and the instructor, regardless of the scoring method used. Finally, it was determined that ability estimations, corresponding peer raters' analytic rubric and general impression scoring, held a positive and highly strong relation.

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Section: Discussionmentioning

confidence: 99%

Akran değerlendirmede analitik rubrikle ve genel izlenimle yapılan puanlamaların incelenmesi

Öztürk¹,

Şahin

İlhan

2019

Turkish Journal of Education

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“…This theory is regarded as the "true score theory". Even small samples can be worked on with these models and their required assumptions can easily be met (Güler et al, 2017). The classical theory is considered one of the most important and oldest methods that scientists have found for use in psychometric and educational measurement, as it has been widely used in the development of many different and varied psychological tests such as intelligence tests, aptitudes and abilities, tendencies, attitudes, personality measures, and many other psychological and educational tests.…”

Section: The Rasch Modelmentioning

confidence: 99%

“…This theory is based on a basic hypothesis in constructing psychological and educational tests and measures, according to which individuals' scores in the trait or characteristic measured by the test take the form of a moderation distribution that is affected by the nature of the characteristics of the sample of individuals and the characteristics of the test items (Güler et al, 2017).…”

Section: The Rasch Modelmentioning

confidence: 99%

“…While the classical theory of measurement focused on the test as a whole and viewed it as a single unit that cannot be omitted or added to because this affects the reliability and validity (Güler et al, 2017), the modern theory of measurement focuses on the singularity and not on the test or the scale as a whole; this allows adding or deleting vocabulary without affecting the validity and reliability of the test, which means building flexible tests and measures (Bichi, 2016).…”

Section: The Rasch Modelmentioning

confidence: 99%

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Second Language Testing: Assessing the Psychometric Properties Causes of Second Language Writing Anxiety Scale (SLCWAS) Using Rasch Model Analysis

Alzahrani

2022

Psycholing.

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Purpose. The aim was to develop and validate (SLCWAS)so as to provide support for its application among primary school students. It was postulated the following: (1) the (SLCWAS) was developed for application to primary school students in a Saudi Arabian cultural context; and (2) the (SLCWAS) has appropriate psychometric properties. Methods and Procedure. 190 primary school students were included in this study. CFA was conducted for testing item-factor structure of the scale. The fit indices were found to be Chi square = 32.16 (p < .001), degree of freedom = 190 (χ2 = 32.16; df = 190, χ2/df = 3.24), root mean square error of approximation (RMSEA) = .07 (p < .05) standardized root mean- square residual (SRMR) = .05, comparative fit index (CFI) = .93, non-normed fit index (NNFI) = .96, goodness of fit index (GFI) = .96, and adjusted goodness of fit index (AGFI) = .95. These outcomes prove that SLCWAS is a valid and reliable measure. Results. Findings indicate that the empirical ICC curves fit well with the expected ICC curves for all the items. the levels of SLCWAS in primary school students are widely distributed. Higher Logits scores indicated that students have higher levels of SLCWAS. Males and females had the same location in answering SLCWAS items and that there was no DIF for the SLCWAS items with respect to gender. Conclusions: SLCWAS was validated in the Rasch analysis with a sample of primary school students. The preliminary reliability investigation revealed a very high internal consistency for the scale.

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“…That is to say, model-data fit indicates that the unidimensionality assumption has been met (Lee, Peterson, & Dixon, 2010), which indicates that there is no problem with local independence (Nandakumar & Ackerman, 2004). Therefore, the fundamental assumption that needs to be tested is whether there is model-data fit (Güler, İlhan, Güneyli, & Demir, 2017). This assumption is tested by examining standardized residuals.…”

Section: Data Collection Psychometric Characteristics and Analysismentioning

confidence: 99%

An Empirical Study for the Statistical Adjustment of Rater Bias

İlhan

2019

International Journal of Assessment Tools in Education

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This study investigated the effectiveness of statistical adjustments applied to rater bias in many-facet Rasch analysis. Some changes were first made in the dataset that did not include rater × examinee bias to cause to have rater × examinee bias. Later, bias adjustment was applied to rater bias included in the data file, and the effectiveness of the statistical adjustment was further examined. The outcomes pertaining to the datasets with and without bias, and to which the bias adjustment was applied, were compared. It was concluded that diversities created by rater × examinee bias in examinees' ability estimation, item difficulty indices and measures of rater severity and leniency were, to a large extent, eliminated by bias adjustment. This result indicates that the bias adjustment using many-facet Rasch analysis is a viable way to control rater bias.

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An Evaluation of the Psychometric Properties of Three Different Forms of Daly and Miller’s Writing Apprehension Test through Rasch Analysis

Cited by 6 publications

References 31 publications

Akran değerlendirmede analitik rubrikle ve genel izlenimle yapılan puanlamaların incelenmesi

Akran değerlendirmede analitik rubrikle ve genel izlenimle yapılan puanlamaların incelenmesi

Second Language Testing: Assessing the Psychometric Properties Causes of Second Language Writing Anxiety Scale (SLCWAS) Using Rasch Model Analysis

An Empirical Study for the Statistical Adjustment of Rater Bias

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