The Rasch Model for Item Analysis

Choppin, Bruce

doi:10.1037/e679002011-001

Cited by 12 publications

(11 citation statements)

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“…The FACETS model is appropriate if the intent of the assessment developers is to sum the accuracy ratings in order to produce an overall accuracy score for each rater. As with other Rasch measurement models, another basic assumption of the FACETS model is that the set of people to be measured (raters in this case) and the set of items (benchmark performances and domains in this case) used to measure them can each be uniquely ordered in terms of their competence (accuracy in this case) and difficulty, respectively (Choppin, 1987). If the data fit the model and this unique ordering is realized, then a variety of desirable measurement characteristics can be attained.…”

Section: A Facets Model For Evaluating Rater Accuracymentioning

confidence: 99%

Evaluating Rater Accuracy in Performance Assessments

Engelhard

1996

J Educational Measurement

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A new method for evaluating rater accuracy within the context of performance assessments is described. Accuracy is defined as the match between ratings obtained from operational raters and those obtained from an expert panel on a set of benchmark, exemplar, or anchor performances. An extended Rasch measurement model called the FACETS model is presented for examining rater accuracy. The FACETS model is illustrated with 373 benchmark papers rated by 20 operational raters and an expert panel. The data are from the 1993field test of the High School Graduation Writing Test in Georgia. The data suggest that there are statistically significant differences in rater accuracy; the data also suggest that it is easier to be accurate on some benchmark papers than on others. A small example is presented to illustrate how the accuracy ordering of raters may not be invariant over different subsets of benchmarks used to evaluate accuracy.

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Section: A Facets Model For Evaluating Rater Accuracymentioning

confidence: 99%

Evaluating Rater Accuracy in Performance Assessments

Engelhard

1996

J Educational Measurement

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“…Person‐pairs are two persons who, within a relatively short time frame, responded to the same question. Choppin () already mentioned the possibility of comparing person‐pairs, but found little practical application in his days. However, the possibility of detecting differential development of students over time compared to other students in their class or cohort seems like a promising application in the context of student monitoring systems.…”

Section: Discussionmentioning

confidence: 99%

“…Quite some work in educational measurement discusses how psychometric data can be regarded as pairwise comparisons, where a response is generated by a personitem interaction (e.g., Choppin, 1968Choppin, , 1983Guttman, 1946;van der Linden & Eggen, 1988;Zwinderman, 1995). The idea of data filtering as mentioned above is not new in paired comparisons.…”

Section: Methodsmentioning

confidence: 99%

Filtering Data for Detecting Differential Development

Brinkhuis

Bakker

Maris

2015

J Educational Measurement

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The amount of data available in the context of educational measurement has vastly increased in recent years. Such data are often incomplete, involve tests administered at different time points and during the course of many years, and can therefore be quite challenging to model. In addition, intermediate results like grades or report cards being available to pupils, teachers, parents, and policy makers might influence future performance, which adds to the modeling difficulties. We propose the use of simple data filters to obtain a reduced set of relevant data, which allows for simple checks on the relative development of persons, items, or both.

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“…The second phase was concerned with launching the real survey conducted at the national level. In this step we adopted the Rasch model, proposed by Georg Rasch (1960), which is a model now widely employed for question analysis [17] that can be implemented on the basis of a small sample [18]. It makes an attempt to bridge the gap between the social sciences and the physical sciences.…”

Section: Research Methodology "Think Global Act Local"mentioning

confidence: 99%

Linking IT and ERP adoption to socio-economic environment: A survey study on Moroccan SMEs

Rachidi

Mohajir

2014

2014 Third IEEE International Colloquium in Information Science and Technology (CIST)

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The information systems and ERP adopted by small and medium companies are often viewed as key differentiators for their survival in today's competitive and challenging market. However, the integration of information technologies by firms in countries at the development stage is confronted with many barriers that are inherent to their specific cultural, educational and socio-economic environment. Our aim is to explore and understand how SMEs in Morocco are built, structured and managed. From this point, we will identify the key elements that are helping or constraining IT integration within the SME's business infrastructure. In this study, the national survey conducted in Morocco and the results obtained will be presented.

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The Rasch Model for Item Analysis

Cited by 12 publications

References 0 publications

Evaluating Rater Accuracy in Performance Assessments

Evaluating Rater Accuracy in Performance Assessments

Filtering Data for Detecting Differential Development

Linking IT and ERP adoption to socio-economic environment: A survey study on Moroccan SMEs

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