Rasch Model Analysis on the Effectiveness of Early Evaluation Questions as a Benchmark for New Students Ability

Abstract

This paper discusses the effectiveness of the early evaluation questions conducted to determine the academic ability of the new students in the Department of Electrical, Electronics and Systems Engineering. Questions designed are knowledge based -on what the students have learned during their pre-university level. The results show students have weak basic knowledge and this is in contrast to the results obtained during the application for admission to Year 1 of university. Thus, early evaluation questions were implemented to see the relevance in assessing the student's ability, obtained by the use of Rasch analysis, WinSteps. The findings show that the initial assessment is an effective and appropriate method to assess the ability of students, where the Cronbach-α is 0.69 and achieve the acceptable ranges of PT-Measure, Mean Square Outfit or Outfit Mean Square (MNSQ) and z-standardized values ZSTD) Outfit. This shows that Rasch analysis can be used to classify the questions and the students according to their performance level accurately and thus, reveal the true level of the students' ability, despite the small number of samples.

Implementing Quasi-Experimental in Educational Intervention Towards a Mobile Application Approach to Mute and Deaf Students

“…There are six domains in teaching and learning that are taken into account namely assessment, synthesis, analysis, application, understanding, and knowledge. However, in this study the researchers used two domains namely knowledge and understanding because, according to Sadiq et al (2015); Arsad et al (2013) the two domains are more suitable for unskilled students. 2 showed the learning topics and domains of Bloom's Taxonomy involved.…”

Metode Pengukuran Rasch Dalam Pembelajaran Fisika

“…Untuk mengidentifikasi kemampuan individu dan aitem tes dalam model rasch digunakan alat ukur (matriks Guttman) yang sudah mempunyai metrik yang tetap dan interval yang sama dalam satuan logit (Arsad et al, 2013). Nilai probabilitas individu menjawab dengan benar suatu aitem tes antara 0 sampai 1, (Planinic et al, 2019).…”

“…Skala logit merupakan skala interval dimana setiap logit unit memiliki nilai yang sama, selanjutnya kemampuan mahasiswa dan tingkat kesulitan aitem dinyatakan dalam skala logit. Semakin positif nilai logit dari mahasiswa maka makin besar pula peluang mahasiswa tersebut menjawab dengan benar setiap aitem tes (Arsad et al, 2013). Hal yang sama terjadi pada aitem tes, jika logit aitem tes lebih tinggi dari logit mahasiswa maka peluang menjawab dengan benar suatu aitem menjadi lebih kecil.…”

“…Informasi tentang individu dan item laiinya dapat dibaca satu persatu seperti ditunjukkan pada gambar di atas. Dengan informasi yang lengkap seperti gambar 1, guru atau dosen mudah untuk mengelompokkan aitem dan individu sesuai tingkat pencapaiannya secara akurat dengan demikian dapat mengungkapkan tingkat kemampuan aktual individu meskipun dengan jumlah sedikit sampel (Arsad et al, 2013). Melalui pengukuran yang sama ini pula pengukuran dengan rasch model dapat dalam penelitian pendidikan fisika berguna untuk diagnostik kemampuan siswa, konstruksi soal serta evaluasi hasil belajar siswa, (Planinic et al, 2019), (Zamora-Araya et al, 2018).…”

Investigating an online learning service management on students’ learning activeness: A Rasch model analysis

“…The Rasch model analysis, published by Georg Rasch in 1960, is a statistical method for determining the amount of human concerts, attitudes and insights (Rasch, 1960;Samsudin et al, 2020). The Rasch model analysis is a state-of-the-art alternative extension technique that produces measurement levels that comply with the International System of Units standards and can be used as a tool for slicing specific units of measurement and as a good classic (Arsad et al, 2013). Rasch model analysis shows the most suitable method for initial research in the humanities field.…”