Using Rasch measurement to validate an instrument for measuring the quality of classroom teaching in secondary chemistry lessons

He, Peng; Liu, Xiufeng; Zheng, Changlong; Jia, Mengying

doi:10.1039/c6rp00004e

Cited by 19 publications

(15 citation statements)

References 33 publications

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“…Rasch model is used as a better way to convert raw scores into ratio scores so that people's abilities can be measured on a ratio scale. Several studies have used Rasch modeling to validate the instruments used (He et al, 2016;Yang et al, 2018). The validity of the SRAVZ instrument can be seen from the reliability and separation index, unidimensionality, item polarity, fit and misfit items, and items' difficulty level.…”

Section: Methodsmentioning

confidence: 99%

Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

Yuhanna

Muhdhar

Gofur

et al. 2021

JPII

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Instruments that are valid, reliable, and have high consistency are needed to measure studentsâ€™ self-reflection. The Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) was developed to explore studentsâ€™ self-reflection and abilities in the vertebrate zoology course. It is essential to test the instrumentâ€™s validity before measuring studentsâ€™ abilities so that data bias does not occur. This study aims to determine the validity, whether the items are fit or misfit, and the difficulty level of SRAVZ items. SRAVZ is developed by ADDIE (Analysis, Design, Development, Implementation, Evaluation). The SRAVZ consists of 24 items tested on 135 students who have taken the vertebrate zoology course. Analysis of the Rasch model using Winstep version 4.5.2. The Rasch model shows the item reliability value at 0.97. The Cronbach alpha value at 0.94 with PTMEA Corr shows a positive value, unidimensional 48.1%. The separation index of 5.6 means that the level of grouping the items is very good. The mean square infit for SRAVZ was 0.59-1.96, and the mean square outfit value is 0.59-2.16. Data analysis shows that 24 SRAVZ items have 22 fit items and two misfit items (S3 and S5). Item numbers S3 and S5 must be excluded from the SRAVZ construction. Total items used to measure studentsâ€™ self-reflection in the vertebrate zoology course were 22 items. The most difficult item is S3, and the easiest item is S6. Thus, the data indicate that the valid and reliable SRAVZ is in the good, effective, and high level of consistency category

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Section: Methodsmentioning

confidence: 99%

Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

Yuhanna

Muhdhar

Gofur

et al. 2021

JPII

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“…Videos allow access to all aspects of teaching, many of which may not be captured in other ways; they make it possible for researchers to examine teaching in detail from a variety of different perspectives (Alonzo & Kim, 2016; Brophy, 2004). By watching classroom videos carefully, and using a valid and reliable observation protocol, researchers may give valid and reliable scores on a variety of preset indicators (He et al, 2016). Finally, observers' ratings on all indicators in the instrument can be aggregated and analyzed in relation to other measures (Liu, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Development and validation of an observation protocol for measuring science teachers' modeling‐based teaching performance

et al. 2021

Self Cite

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To achieve the goal of cultivating students' scientific modeling competence, it is crucial to improve teachers' epistemic knowledge and skills with respect to modeling‐based teaching. Taking into consideration existing studies on enhancing teaching competence and teachers' professional development on modeling, and the importance of classroom teaching quality for effective and meaningful teaching and learning, we proposed a framework for the assessment of teachers' modeling‐based teaching performance (MBTP) in science classrooms. Based on the framework, we developed hypotheses on 18 MBTP indicators and five levels of MBTP, and created a modeling‐based teaching observation protocol (MBTOP) to test these hypotheses, to see how well they represent teachers' levels of MBTP, and how well they differentiate teachers with different MBTPs. We found that most of the lessons in our research sample were at a low level, and MBTP indicators proposed in this study could distinguish individual lessons in terms of their levels of MBTP. The validated performance indicators and levels can provide insights for the assessment and development of teachers' modeling‐based teaching competencies in science teaching.

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“…The difference between the four-tier test and the previous multiple-choice test is the increase in the level of confidence (Hoe & Subramaniam, 2016). In addition, the presence of distractor in the four-tier test which makes the test results more valid (Herrmann-Abell et al, 2016). Four-tier development was also carried out due to deficiencies in the three-tier test (Kaniawati et al, 2019).…”

Section: Tiermentioning

confidence: 99%

A Four-tier Test to Identify Students’ Conceptions in Inheritance Concepts

Firdaus

Kirana

Susantini

2021

IJORER Int. J. Recent Educ. Res.

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Identification of students' conceptions is an important step before developing suitable learning methods to improve students' understanding. One of the best way to identify students’ conception is the use of diagnostic test. Therefore, the development of diagnostic tests were important in the teaching and learning process to help the teacher determine the students’ conceptions, wheater they have scientific conceptions, lack of knowledge, or misconception. The aim of this research is to develop a valid and reliable four-tier diagnostic test to identify students’ conceptions in inheritance. The research method consists of three main stages: define content, obtaine information about students’ conception, and develop the four-tier test. The result from the research demonstrated that the four-tier test that was developed, was valid and reliable instrument in diagnosing students’ conception in inheritance concepts.

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Using Rasch measurement to validate an instrument for measuring the quality of classroom teaching in secondary chemistry lessons

Cited by 19 publications

References 33 publications

Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

Development and validation of an observation protocol for measuring science teachers' modeling‐based teaching performance

A Four-tier Test to Identify Students’ Conceptions in Inheritance Concepts

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