Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts

Soeharto, Soeharto; Csapó, Benő

doi:10.1016/j.heliyon.2021.e08352

Cited by 17 publications

(19 citation statements)

References 50 publications

(28 reference statements)

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“…The logit scale can express a person’s ability and item difficulty ranging from positive to negative infinity. The 20-item KATUB-Q and 504 participants from Indonesia were analyzed as two-facet items and person models using the Rasch measurement with the Winsteps software [ 24 ]; fit indices for the items included in the model as presented in Table 1 .…”

Section: Resultsmentioning

confidence: 99%

“…Principal component analysis (PCA) of the residuals with first contrast eigenvalue of ≤2.0 indicates unidimensionality [ 25 ]. Fit Diagnosis A test to indicate how accurately or predictably data fit the model, for both items and persons, and the whole subscale The acceptable range for infit and outfit Mean Square (MNSQ) is from 0.5 to 1.5, where the ideal values for fit criteria are close to 1.00 logits [ 24 , 26 ], and the acceptable range for infit and outfit z-standardized (ZSTD) should range from −2 logits to 2 logits [ 24 , 27 ]. The acceptable reliability criteria range from 0.68 to 1.00 [ 24 , 27 ].…”

mentioning

confidence: 99%

“… Fit Diagnosis A test to indicate how accurately or predictably data fit the model, for both items and persons, and the whole subscale The acceptable range for infit and outfit Mean Square (MNSQ) is from 0.5 to 1.5, where the ideal values for fit criteria are close to 1.00 logits [ 24 , 26 ], and the acceptable range for infit and outfit z-standardized (ZSTD) should range from −2 logits to 2 logits [ 24 , 27 ]. The acceptable reliability criteria range from 0.68 to 1.00 [ 24 , 27 ]. Reliability Reliability (separation index) means “reproducibility of relative measure location” for person and items The acceptable item/person reliability criteria range from 0.68 to 1.00 [ 24 , 27 ], and person or item separation index of ≥1.5 indicates good internal consistency and reliability.…”

mentioning

confidence: 99%

“…The acceptable reliability criteria range from 0.68 to 1.00 [ 24 , 27 ]. Reliability Reliability (separation index) means “reproducibility of relative measure location” for person and items The acceptable item/person reliability criteria range from 0.68 to 1.00 [ 24 , 27 ], and person or item separation index of ≥1.5 indicates good internal consistency and reliability. (Linacre, 2019).…”

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confidence: 99%

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Rasch Modelling to Assess Psychometric Validation of the Knowledge about Tuberculosis Questionnaire (KATUB-Q) for the General Population in Indonesia

Kusuma

Triwibowo

Pratiwi³

et al. 2022

IJERPH

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Objective: This study aims to validate and evaluate the psychometric properties of the knowledge about tuberculosis questionnaire (KATUB-Q) for the general population in Indonesia. Methods: The KATUB-Q consists of three domains: general knowledge, transmission, and treatment, with 20 dichotomous items. Rasch analysis through WINSTEPS was used. Results: A total of 504 respondents from 34 provinces in Indonesia completed the survey. Based on the model fit statistics, 3 misfit items were deleted and 17 items were used. Item and person reliability, as well as Cronbach’s Alpha values were 0.99, 0.63, and 0.73, respectively, which means they achieved the minimum acceptable limit of 0.6. Based on the results, Indonesia’s Person ability analysis indicated a high level of knowledge. KATUB-Q has no significant bias item based on sex found in the differential item functioning analysis. Conclusion: KATUB-Q has 17 items with a valid and reliable instrument; hence, it can be used to measure the knowledge about TB in the general population. Practice implications: The unidimensional structure of the core items of the KATUB-Q provides empirical evidence for using the sum score of the items in practice to evaluate the effectiveness of TB education in the general population.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Rasch Modelling to Assess Psychometric Validation of the Knowledge about Tuberculosis Questionnaire (KATUB-Q) for the General Population in Indonesia

Kusuma

Triwibowo

Pratiwi³

et al. 2022

IJERPH

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“…ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ Misconceptions that are resistant (Hoe & Subramaniam, 2016) tend to hinder the correct process of conceptual reasoning (Soeharto & Csapó, 2021), as students will find difficulties in receiving and/or even rejecting new insights when they are inconsistent and contrary to their own understanding (Allen, 2014;Damanhuri et al, 2016;Jonassen, 2010;Soeharto et al, 2019). These types of misconceptions come in various forms (Aktan, 2013;Orwat et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Rasch Modelling to Evaluate Reasoning Difficulties, Changes of Responses, and Item Misconception Pattern of Hydrolysis

Laliyo

Kilo

Paputungan

et al. 2022

JBSE

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This study evaluates the difficulties in concept reasoning, changes in response patterns, and item misconception hydrolysis patterns using Rasch modeling. Data were collected through the development of 30 distractor-based diagnostic test items, measuring ten levels of conceptual reasoning ability in three types of salt hydrolysis compounds: 〖〖Na〗_5 P〗_3 O_10, NaOCl and 〖〖(NH〗_4)〗_2 〖SO〗_4. These 30 written test items were completed by 849 students in Gorontalo, Indonesia. The findings show empirical evidence of the reliability and validity of the measurement. Further analysis found that the students’ reasoning difficulty levels of the concept of saline solutions were varied; the calculation of saline solution’s pH level is the most difficult construct to reason. In particular items, changes in response patterns were found; the misconception curve showed a declining trend and disappeared along with the increase of comprehension along the spectrum of students’ abilities. The item misconceptions pattern was found repeatedly in similar items. This finding strengthens the conclusion that resistant misconceptions potentially tend to cause students' conceptual reasoning difficulties and are difficult to diagnose in conventional ways. This study contributes to developing ways of diagnosing resistant misconceptions and being a reference for teachers and researchers in evaluating students' chemical conceptual reasoning difficulties based on Rasch modeling. Keywords: reasoning difficulties, hydrolysis, misconception, Rasch model.

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Investigating rater–student interaction, gender bias, and major bias in the assessment of research seminar presentation

Arifiyanti

Soeharto

Amukune

et al. 2023

Heliyon

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Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts

Cited by 17 publications

References 50 publications

Rasch Modelling to Assess Psychometric Validation of the Knowledge about Tuberculosis Questionnaire (KATUB-Q) for the General Population in Indonesia

Rasch Modelling to Assess Psychometric Validation of the Knowledge about Tuberculosis Questionnaire (KATUB-Q) for the General Population in Indonesia

Rasch Modelling to Evaluate Reasoning Difficulties, Changes of Responses, and Item Misconception Pattern of Hydrolysis

Investigating rater–student interaction, gender bias, and major bias in the assessment of research seminar presentation

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