Applying Rasch measurement in language assessment

Fan, Jason; Bond, Trevor G.

doi:10.4324/9781315187815-5

Cited by 27 publications

(35 citation statements)

References 1 publication

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“…The unidimensionality of each scale was assessed by consulting the first contrast of the principal component analysis of Rasch residuals. Value of the first contrast lower than 2 with relative large amount of variance explained by the Rasch model suggests that the scale is unidimensional (Bond & Fox, 2015; Fan & Bond, 2019). Results indicated that except for the teacher support scale, other scales represented unidimensional constructs, evidenced by the first contrast lower than 2 (1.55, 1.85 and 1.52 for Perceived Usefulness, Perceived Ease of Use and Behavioral Intention respectively), and the relatively strong explanatory power of the primary Rasch dimension (42.6%, 51.4% and 60.8% of variance in the three scales respectively).…”

Section: Resultsmentioning

confidence: 99%

“…By the same token, the “agree” category on two different items of the same scale does not necessarily denote equal values or meanings as different items have different impacts on a common latent trait (Teo, 2011). By treating Likert scale survey responses as interval data with equal distance of adjacent categories and equal values of categories across items, the estimated scale properties may yield misleading interpretations (Fan, 2016; Fan & Bond, 2019; Oon, Spencer, & Chester, 2017). Second, from a measurement perspective, the conventional technique does not take into account the consistency with which respondents endorse the response categories.…”

Section: Methodsmentioning

confidence: 99%

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Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Hoi

Mu²

2020

Brit J Educational Tech

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Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top‐down educational policies are prevalent, the roles of teachers are usually overemphasized while learners–the end‐users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile‐assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch‐based path model. Results indicated that students showed stronger desire for teachers’ orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers’ demonstration of mobile‐assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning. What is already known about this topic? Teachers’ role in promoting learners’ adoption of mobile‐assisted language learning is under‐researched. In contexts dominated by top‐down educational policies, the voice of learners is largely ignored. Learners’ expectation of teachers’ roles in promoting their adoption of mobile‐assisted language learning needs more empirical evidence. What this paper adds? This paper highlighted the important roles of teachers in orienting students toward appropriate mobile learning resources for out‐of‐class learning. Teachers were considered by learners as “guide on the side” rather than “sage on the stage” in enhancing their adoption of mobile‐assisted language learning. Implications for practice/policy Teacher training programs on mobile‐assisted language learning can be redesigned to enable teachers to better support mobile‐assisted language learning in and outside the classroom. Teachers should be better able to enrich their knowledge of various mobile learning resources to support their students.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Hoi

Mu²

2020

Brit J Educational Tech

View full text Add to dashboard Cite

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“…Finally, Rasch models (Rasch, 1960(Rasch, /1980 assume unidimensional measurement, i.e., that the test measures a single latent trait (Embretson & Reise, 2000). To investigate this assumption, we examined the distribution of standardized residuals across all item scores and conducted a principal components analysis (PCA) of model residuals (Fan & Bond, 2019;Linacre, 2020b).…”

Section: Inter-rater Reliabilitymentioning

confidence: 99%

Measurement Properties of a Standardized Elicited Imitation Test: An Integrative Data Analysis

Isbell

Son

2021

Stud Second Lang Acquis

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Elicited Imitation Tests (EITs) are commonly used in second language acquisition (SLA)/bilingualism research contexts to assess the general oral proficiency of study participants. While previous studies have provided valuable EIT construct-related validity evidence, some key gaps remain. This study uses an integrative data analysis to further probe the validity of the Korean EIT score interpretations by examining the performances of 318 Korean learners (198 second language, 79 foreign language, and 41 heritage) on the Korean EIT scored by five different raters. Expanding on previous EIT validation efforts, this study (a) examined both inter-rater reliability and differences in rater severity, (b) explored measurement bias across subpopulations of language learners, (c) identified relevant linguistic features which relate to item difficulty, and (d) provided a norm-referenced interpretation for Korean EIT scores. Overall, findings suggest that the Korean EIT can be used in diverse SLA/bilingualism research contexts, as it measures ability similarly across subgroups and raters.

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“…Rasch models assume that items in a measure are unidimensional and locally independent (Edwards et al, 2018;Fan & Bond, 2019;Linacre, 2009). To test the assumption of unidimensionality and local independency, the principal components analysis of residuals (PCA-R) test in WINSTEPS is used.…”

Section: Discussionmentioning

confidence: 99%

The Job-Search Self-Efficacy (JSSE) Scale: an Item Response Theory Investigation

Teye‐Kwadjo

2021

Int J Appl Posit Psychol

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The Job Search Self-Efficacy (JSSE) scale is a widely used measure in the job search literature. To date, the psychometric properties of the JSSE have been based only on classical test theory. This study used item response theory approach to evaluate the JSSE's psychometric properties to clarify its structure. Participants were 429 recent university graduates. Rasch analysis supported the unidimensional structure of each of the two dimensions of the JSSE. Internal consistency reliabilities were good. The response category functioned properly and the fit of the data to the Rasch model was good. Further, there was no noticeable differential item functioning across gender. The results provided evidence that the JSSE is a reliable measure for assessing job search self-efficacy beliefs among graduate job seekers.

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Applying Rasch measurement in language assessment

Cited by 27 publications

References 1 publication

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Measurement Properties of a Standardized Elicited Imitation Test: An Integrative Data Analysis

The Job-Search Self-Efficacy (JSSE) Scale: an Item Response Theory Investigation

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