Applying the Rasch Model

Bond, Trevor G.

doi:10.4324/9781315814698

Cited by 825 publications

(177 citation statements)

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“…The Rasch model (i.e., the one-parameter logistic model) was first described by Georg Rasch (1960), and refers to an item response model with the premise that all items in the test have the same discrimination, implying that only item difficulty can vary (Bond & Fox, 2007;Thomas, 2011). The Rasch model was originally developed as a unidimensional latent variable model for handling dichotomous data (i.e., responses are coded as 1 if correct and 0 if incorrect) (Bond & Fox, 2007;Rasch, 1960).…”

Section: Discussionmentioning

confidence: 99%

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

206

120

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The main objective of this study is to develop a self-report instrument to measure preservice teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions.Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.

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Section: Discussionmentioning

confidence: 99%

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

206

120

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“…Já o desajuste de quatro itens ao Modelo, com valores de correlação item-total iguais a 0,00 para os itens 27 (fumo maconha) e 28 (fumo crack), e menor que 2 para os itens 12 e 25 (fumo cigarro), apontou para a importância de se rever, em estudos futuros, a necessidade de se manter ou não esses itens, já que o valor da correlação item-total próximo de zero pode significar que eles não se relacionam ao construto medido 30 .…”

Section: Discussionunclassified

“…No caso da EISPE, os itens considerados mais fáceis representaram níveis de menor intensidade de sintomas psicopatológicos do que a média do conjunto de itens, e os mais difíceis representaram índices mais intensos da sintomatologia observada 30 .…”

Section: Discussionunclassified

Construção e validação da Escala de Identificação de Sintomas Psicopatológicos em Escolares (EISPE)

Bittencourt

Vargas

2017

J. bras. psiquiatr.

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RESUMOObjetivo: Construir e validar a Escala de Identificação de Sintomas Psicopatológicos em Escolares (EISPE). Métodos: Trata-se de um estudo metodológico, realizado seguindo-se procedimentos teóricos: painel de juízes e estudo-piloto; experimentais, por meio de coleta com 201 crianças de seis a 12 anos; e estatísticos, com validação de construto testada por meio do Modelo Rasch e alfa de Cronbach. Resultados: Na análise do painel de juízes quanto a clareza e representatividade, cinco itens foram excluídos e, após o teste-piloto, um item foi excluído, chegando a uma versão preliminar da EISPE de 23 itens, avaliando seis aspectos. O Modelo Rasch apresentou a EISPE como unidimensional, com a maior parte dos itens ajustados ao modelo, exceto quatro deles que apresentaram valores de correlação item-total abaixo de 0,2, e outros dois que apresentaram funcionamento diferencial conforme o sexo das crianças: A confiabilidade dos itens foi 0,97, e o valor do alfa de Cronbach, de 0,67. Conclusão: A versão preliminar da EISPE apresentou qualidades psicométricas satisfatórias, o que sugere que esta é confiável para identificar sintomas psicopatológicos relacionados a ansiedade, humor, condutas sociais, atenção/atividade motora, padrões alimentares e uso/abuso de substâncias psicoativas em crianças com idades entre seis e 12 anos. ABSTRACTObjective: To construct and validate the Scale for the Identification of Psychopathological Symptoms in Schoolchildren (SIPSS). Methods: This methodological study was based on the following theoretical procedures: panel of judges and pilot study; experimental procedures for collecting data from 201 children aged from six to 12 years old; statistical procedures including construction validation, tested using the Rasch model and Cronbach's alpha. Results: Analysis by the panel of judges resulted in the exclusion of five items. Another item was also discarded after the pilot test, resulting in a preliminary version with 23 items assessing six aspects. The Rasch model indicated that the SIPSS is a one-dimensional scale and most items are adjusted to the model, except four items that presented an item-total correlation below 0.2 and two items that presented differential functioning depending on the children's sex: reliability of items was 0.97 and Cronbach's alpha was -0.67. Conclusion: The scale's preliminary version presented satisfactory psychometric properties, suggesting it is reliable for the identification of psychopathological symptoms related to anxiety, mood, social behavior, motor attention/activity, eating patterns, and the use/abuse of psychoactive substances among children aged from six to 12 years old.

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“…Question items that are outside the acceptable infit range do not fit the criterion of unidimensionality and could indicate that these items are evaluated on another criterion other than "the degree to which the item is more likely to be chosen as an important skill". Including items with infit values higher than 2 is considered to give too haphazard a response pattern, due to large variations and can degrade the survey's measurement quality due to these items underfitting the model (Bond & Fox, 2007). The pathway plot, on the left of Figure 2 indicated that Q2 (2.2 logits) "To show ability to handle difficulties in research or other pro- fessional activities in an appropriate way", Q5 (3.7 logits) "To write (report) fluently and efficiently scientific publications", Q6 (2.1 logits) "To defend own papers in scientific conferences" and Q31(-2.1) "To apply effective project management through the setting of research goals, intermediate milestones and prioritisation of activities" were all outside the acceptable infit range for the industry group.…”

Section: Rasch Analysis For Each Group Without the Removal Of Bias Itemsmentioning

confidence: 99%

“…Bond and Fox (2007) have indicated that the infit statistic is used as it "gives relatively more weight to the performances of persons closer to the item value" and that "persons whose ability is close to the item's difficulty should give a more sensitive insight into item's performance". Question items that are outside the acceptable infit range do not fit the criterion of unidimensionality and could indicate that these items are evaluated on another criterion other than "the degree to which the item is more likely to be chosen as an important skill".…”

Section: Rasch Analysis For Each Group Without the Removal Of Bias Itemsmentioning

confidence: 99%

Identifying most important skills for PhD students in Food Science and Technology: a comparison between industry and academic stakeholders

González‐Martínez

Cunha

et al. 2015

IJFS

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Nowadays, there is an increasing need of new skills for PhD students to face the future labour market prospects. PhD graduates must have qualities attractive not only in academia but also outside, in both manufacture and service-oriented enterprises, in small innovative companies, and in the civil services and public administration, among others. To know what the needs of these future employees are, is of great importance to be able to improve their personal and academic formation. The aim of this work was, in the framework of the EC-funded ISEKI Food 4 network, to evaluate the most desirable specific and soft skills that PhD students should acquire by the end of their doctoral studies. To this aim, several surveys were conducted and sent to the different stakeholders (academia and food industry partners) in order to collect the information needed. Results showed that competences related to research skills and techniques, research management, personal effectiveness and communication skills were considered to be the most valuable skills to be acquired by our PhD students to meet the future needs of the labour market. The importance of these skills was appreciated differently, depending on the stakeholder. To sum up, some recommendations to integrate such valuable skills into the curricula of the PhD student are given.

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Applying the Rasch Model

Cited by 825 publications

References 0 publications

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Construção e validação da Escala de Identificação de Sintomas Psicopatológicos em Escolares (EISPE)

Identifying most important skills for PhD students in Food Science and Technology: a comparison between industry and academic stakeholders

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