Modern measurement paradigm in Engineering Education: Easier to read and better analysis using Rasch-based approach

Ghulman, Hamzah Ahmad; Masodi, Mohd Saidfudin

doi:10.1109/iceed.2009.5490624

Cited by 15 publications

(7 citation statements)

References 2 publications

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“…(Hagquist et al, 2009). Probability of right answer (Pvi) Ghulman and Mas'odi (2009) developed assessment model based on Rasch Measurement Model which can be used to improve the students' assessment method and validate the CLO (Course Learning Outcomes) of each course. At the same time this study provides an overview of an alternative "modern" measurement as practiced using item response theory with focus on Rasch measurement model.…”

Section: Item Response Theory and The Rasch Methodsmentioning

confidence: 99%

“…This study indicates that the undergraduates encounter significant difficulties in grasping some fundamental engineering principles in extrusion. The study showed that SPELA as a model of measurement can provide better estimate of students' ability more accurately based on the CLO as compared to the traditional Cumulative Grade Point Average (CGPA) method of assessment using raw score (Ghulman and Mas'odi, 2009). Yang et al (2011) used the Rasch model to analyse an examination in anaesthesiology for medical students to identify examinee ability and appropriateness of the test content.…”

Section: European Journal Of Science Andmentioning

confidence: 99%

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Yenilikçi Eğitim Kurumları İçin Rasch Metodu Temelli Değerlendirme

Dülger

2020

European Journal of Science and Technology

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Generating high-quality questions is one of the most significant things to improve learning process quality. One of the contemporary methods of developing high-quality questions is the Rasch Method because of superiority for scale development. The most important advantage of the Rasch method is that it allows the measurement of item calibration which is independent of a person's ability. At the same time, it allows the measurement of a person's ability which is independent of item difficulty. In this way, instructors can criticize the quality of their questions, and educational institutions can update their own assessment systems for higher quality and innovative education. This study aims to be a guide that will meet this need of instructors based on the Rasch method. This approach makes it possible for well-qualified items can be used throughout the learning process to improve the student's learning experience. Thus it is possible to realize the most appropriate content and test design which is necessary for personalized education. On the other hand, it can analyze items psychometric properties and can improve the quality of evaluation systems for the continuous improvement system of future educational institutions. This study evaluated the properties of mathematics items within the test which is applied during term using the Rasch Model. The test was developed for use within a math course which used a modular approach based on learning objects. Results have been evaluated with a view to making recommendations for the improvement of the test psychometric properties. This approach not only enables course developers to evaluate the quality of their test in term but also provides useful information about their own process performance during the e-learning process and their own ability. Due to enable analyzing the student's ability while the e-learning process ongoing, it is possible to correct one's deficiencies. In this study, answers given to 20 items, provided by 62 students of the Internet and Network Technologies distance education program at the level of the associate degree in the fall semester of the 2019-2020 academic year, were examined. Measurement reports, fit statistics, reliabilities were calculated by the Winstep package program.

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Section: Item Response Theory and The Rasch Methodsmentioning

confidence: 99%

Section: European Journal Of Science Andmentioning

confidence: 99%

Yenilikçi Eğitim Kurumları İçin Rasch Metodu Temelli Değerlendirme

Dülger

2020

European Journal of Science and Technology

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“…Analyzing data according to the Rasch model, that is, conducting a Rasch analysis, gives a range of details for checking whether or not adding the scores is justified in the data. This is called the test of fit between the data and the model (Gulman and Mas'odi, 2009).…”

Section: Rasch Measurement Model and Mini Facet Softwarementioning

confidence: 99%

Necessity of Tutor Training in Architecture Education Using Rasch Measurement Model

BadiossadatHassanpour

Utaberta

Zaharim

2012

American Journal of Applied Sciences

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This is an unwritten norm that says learning can take place in the job. But learning in tutorsâ position in the meaning of gaining experience is good but in case of try and error would be crucial. On the other hand there is a belief among practitioners that they assume that who has some experience in architecture is fully equipped for teaching. Since education of art and architecture are sophisticated and they are completely based on tutor and students, tutors and instructors should fully prepare for this position. There are many holistic problems statements and suggestions, but there were no measurement tool to monitor this problem and some executive suggestions. This research for the first time used Rasch momeasurment model and Mini Facet sofware to evaluate tutorsâ performance in architecture school. As case study second year design studio of Universiti Kebangsaan Malaysia and final submission have chosen which 4 tutur were part of evaluation. The modeling demonstrates this claim that young tutors with less experience and part time academics needs to be have some formal training to gain experience. Graduations from architecture degree or having practical experiences separately are not enough to make one a studio masters. This study also will present some recommendations on some learning workshops and supportive workshops to prepare creative architecture tutors

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“…A balanced task should comprise the same level of cognitive thinking skills to the student which reflects what they have studied (Ghulman and Masodi, 2009). These tasks should take into account Bloom's cognitive thinking skills to incorporate students' ability which reflects on students' performance.…”

Section: Introductionmentioning

confidence: 99%

Filtering the course outcomes for engineering mathematics lab via Rasch model

Lohgheswary

2018

Int. j. adv. appl. sci.

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The aim of this study is to use Rasch model as a method to filter the suitable course outcomes for Engineering Mathematics lab. A pre-test was conducted for each of the Vector Calculus, Linear Algebra and Differential Equation subjects. The analysis of each subject was run against the Rasch model. The person item distribution map managed to divide the course outcomes into different categories. The categories are very difficult, difficult, moderate and easy. From a total of 16-course outcomes from 3 subjects, only 8-course outcomes were filtered and chosen for the suggested Engineering Mathematics lab session. Partial derivatives, line integrals, Greens' theorem, vector space, power series, first and second order of differential equations, second order non-homogeneous differential equations and Fourier series are identified as the course outcomes for the lab sessions. A two-hour lab session is suggested for each of the course outcomes. Conducting lab sessions for Engineering Mathematics subjects parallel with traditional lectures will help the students widen their knowledge in Engineering Mathematics and to perform better in the subjects.

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Modern measurement paradigm in Engineering Education: Easier to read and better analysis using Rasch-based approach

Cited by 15 publications

References 2 publications

Yenilikçi Eğitim Kurumları İçin Rasch Metodu Temelli Değerlendirme

Yenilikçi Eğitim Kurumları İçin Rasch Metodu Temelli Değerlendirme

Necessity of Tutor Training in Architecture Education Using Rasch Measurement Model

Filtering the course outcomes for engineering mathematics lab via Rasch model

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