Use of Rasch person-item maps to validate a theoretical model for measuring Attitudes toward Sexual Behaviors

Molina, Andrea Blanc; Rojas, Antonio J.

doi:10.1371/journal.pone.0202551

Cited by 8 publications

(7 citation statements)

References 34 publications

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“…This map depicts a hierarchy between student abilities and item difficulty levels in HeTMAI on the same continuum [33]- [35]. The Wright map is divided into two areas: left and right [41]. The left area represents the location of the person's abilities, and the right shows the item's difficulty level.…”

Section: Resultsmentioning

confidence: 99%

Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

Hikmah

Sukarelawan

Nurjannah³

et al. 2021

IJSME

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This study aims to elaborate on the interaction between students’ metacognitive awareness and the difficulty level of items in Heat and Temperature Metacognition Awareness Inventory (HeTMAI). This study uses a quantitative research method with the type of survey research. The respondents involved were 30 students and came from one the public high schools in eastern Indonesia. Metacognitive awareness was evaluated using the 26-item HeTMAI. Student responses are administered online, are voluntary and anonymous. The interaction between students’ metacognitive awareness and items in HeTMAI was analyzed using the Wright map based on the Rasch model. The analysis results show that the student’s average ability is 1.00 logit higher than the item difficulty level. The students’ abilities ranged from -1.34 to 5.98 logit, and the item difficulty level ranged from -0.51 to 0.70. In general, it appears that most students tend to agree more easily with the statements in HeTMAI.

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Section: Resultsmentioning

confidence: 99%

Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

Hikmah

Sukarelawan

Nurjannah³

et al. 2021

IJSME

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“…The validity test used an item analysis and distribution of people (Blanc & Rojas, 2018), where the numbers 47 and 10 were the most difficult and easiest questions, respectively. In this case, the two items should not be included in the test series, due to having poor distinguishing power.…”

Section: Discussionmentioning

confidence: 99%

Development of Student Academic Performance Determinants Using Rasch Model Analysis

Istiqomah

Hasanati

2022

psy

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This study aims to develop an instrument to determine students' academic performance. In this case, a quantitative design was used, with a random sampling technique utilized in selecting 415 students from the University of Muhammadiyah Malang. Data analysis was also carried out using Rasch Model. Based on the fit item criteria analysis, 5 misfit elements were each observed for the Mean and Standard Deviation logit and MNSQ (Mean Square) outfit. This indicated that the most difficult and easiest questions were numbers 47 and 10, respectively. For regional and school origins, the items containing differential function questions were 2 and 9, respectively. The reliability of the measuring instrument, item, and person was also 83, 98, and 79. In addition, only 7 of the 67 utilized items did not meet the required criteria and the remaining were completely accepted.

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“…Overall, 80% of test item difficulty level is relatively parallel with the measured constructs. By that, the test possesses good construct validity (Blanc & Rojas, 2018;Lu & Bi, 2016;Neumann et al, 2011).…”

Section: Figure 3 Wright Map: Person-map-itemmentioning

confidence: 96%

Analytic Approach of Response Pattern of Diagnostic Test Items in Evaluating Students’ Conceptual Understanding of Characteristics of Particle of Matter

Laliyo¹,

Tangio²,

Sumintono³

et al. 2020

JBSE

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This research aimed to evaluate the students’ conceptual understanding and to diagnose the students’ preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students’ conceptual understanding; and 3) diagnosis of students’ preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students’ conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement’s reliability and validity. Moreover, the result discovered a significant disparity between students’ conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception. Keywords: conceptual understanding, item response, particle of matter, Rasch model

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Use of Rasch person-item maps to validate a theoretical model for measuring Attitudes toward Sexual Behaviors

Cited by 8 publications

References 34 publications

Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

Development of Student Academic Performance Determinants Using Rasch Model Analysis

Analytic Approach of Response Pattern of Diagnostic Test Items in Evaluating Students’ Conceptual Understanding of Characteristics of Particle of Matter

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