Overview of Measurement Rasch Model Instrument Construct Findings and Discussion

Conclusion

Summary Statistics Observations Person-Item Map Item Analysis Item Bank

Rasch offers a new paradigm in education longitudinal research. Rasch is a probabilistic model that offers a better method of measurement construct hence a scale. Rasch gives the maximum likelihood estimate (MLE) of an event outcome. Rasch read the pattern of an event thus predictive in nature which ability resolves the problem of missing data. Hence, more accurate.

What are the advantages of doing a Rasch analysis?

Results easy to read and clearer to understand A parameter estimate (personal profile) for each of the individuals from the data. Comparisons between individuals become independent of the instrument used. Comparisons between the stimuli (items) become independent of the sample of individuals.

These leads to:

Probabilistic models. Separability of parameters. Parameterization in a multiplicative or additive frame-of-reference. Evaluation of the goodness of fit of the data to the models.

When do you need Rasch analysis?

Data in hand is ordinal hence qualitative; but study requires quantitative analysis. Study call for correlation of items. Sample size dealt with is small. A valid scalar instrument of measurement.

R E Q U I R EM E N T O F MEASUREM ENT
WHAT IS THE INSTRUMENT USED? WHAT IS THE UNIT OF QUANTITY? WHAT IS THE SCALE CONSTRUCT? IS IT OF LINEAR EQUAL INTERVAL? IS THE MEASURE REPLICABLE? IS IT PREDICTIVE ?

D E F I N I T I O N OF MEASUREM ENT

RASCH MEASUREMENT MODEL IS ABLE TO MEET ALL THESE REQUIREMENTS

1. But, atypical test result tabulation only rank the students from the highest score in descending order Q1 Q15 Q16 Q30 Q31 Q50 Student.1: 10111011111111111 1010010001111111 S-03:10111111111111111 10111111111011111 S-05: 10110111111111111 10111111111111111 11111111111111111 11111111111111111 1110111111100100 1111111111010100 1011111101001110 111101100100010 111111111111001 = 48 111111111011111 = 43 01101010001101 = 33 10110100000011 = 33 00010000100001 = 33 01000000000001 = 27

110101000100010 00000000001001 = 24 Student.7: 10111111111111101 2. Need to assess beyond raw score. Rasch sorts further according to response pattern in descending order; modified called Rasch-Guttman scale.

Theorem 1. Persons who are more able / more developed have a greater likelihood of correctly answer all the items / able to complete a given task.
EASY ITEMS Q3 CARELESS Q1 SMART Student.01 11111011111111111 111111111 1111111 PREDICT=1 S-03 11111111111111111 S-04 11111111111111111 S-05 11010110111101111 11111111111111010 POOR S-02 11111111111111101
RESPONSE SORTED: EASY TO TOUGH

Q7 Q5 11111111111111111 11111111111111111 1111011011110010 0111101111011101 1011111101001101 0111011101000100 1101110100100100

DIFFICULT ITEMS Q4 Q2 111111111110110 = 48 11111001000010 = 43 11101010000000 = 33 10110100000000 = 33 10110110101110 = 33 REVERSED 0100 000001000 = 27 PREDICT=0 00000000001000 = 24

7 6 4 3 GUESS 0 5 Theorem 2. Easier items / task are more likely to be answered correctly by all persons.

1. Persons who are more able / more developed have a greater likelihood of correctly answer all the items / able to complete a given task.
Q1 n= ability Q3 Student.01 11111011111111111 111111111 1111111 S-03 11111111111111111 S-04 11111111111111111 S-05 11010110111101111
POOR S-02

Q7

Q5

i =ITEM DIFFICULTY Q2 111111111110110 = 48

11111111111111111 11111111111111111 1111011011110010

P() =

e (n i ) 11111001000010 = 43
(n i )

where; 0111101111011101 e= Eulers 10110100000000 = 33 Number, 2.7183 1011111101001101 n= Persons 10110110101110 = 33 ability measure

1+e 11101010000000 = 33

11111111111111010 11111111111111101

0111011101000100 i= item 0100 000001000 = 27 difficulty measure 1101110100100100 00000000001000 = 24

2. Easier items / task are more likely to be answered correctly by all persons.

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Measurement Overview:
- Q & A Session
: What is an instrument construct ?

8:21 AM

13

In Rasch Model, a turn of event is seen as a chance; a likelihood of happenings hence a ratio data.(Steven, 1946)
e.g. On a graduation day, what is the likelihood of a lady liking to a piece of rose as your giving ? Perhaps 30:70 Compare if you send a bouquet instead. It increases to 60:40; and so forth if you put a Fererro Roche.. the chances gets better.
1 99
exp

10 90

30 70

50 50 100

60 40

99 1 102 1 2

10-2 -2 -1

logit

Now, we already have a SCALE with a unit termed logit.

 INSTRUMENT RELIABILITY RESPONSE VALIDITY CALIBRATION QUALITY CONTROL QUANTITATIVE S.D, Cronbach-, , z-Test, PCA PREDICTIVE MODEL

-ve Person mean = -0.03 logit P[] LOi= 0.4921

0.66 Poor Person separation of 2 groups. 0.31 Poor reliability

Valid Responses: 99.9%

Cronbach- :0.33 Poor
reliability assessment of student learning

0.99; Very Good instrument reliability in item measuring student learning ability

2.Good students; n=104 (42.80%)

1. Poor Students; n=139 (57.20%)

VERY DIFFICULT = +1.82logit N=243, score=329 ave.=1.35, many cannot do

0.5 < y < 1.5

-2 < Z < +2

Large +Z due to inconsistency in response. e.g.Poor Person can answer difficult questions

BOTH y,z BREACHED ITEM NEED REVIEW

EXTREMELY EASY =-7.42logit N=243, score=1215 ave.=5, all correct

ITEM SD=2.5 PERSON SD=0.48 ITEM OFF TARGET

0.32 < x< 0.8

LOW PT. MEASURE CORELATION . SOME POOR STUDENTS CAN ANSWER ITEMS CORRECTLY WHILST GOOD STUDENTS GOT WRONG

Most misfit item: Exceed MNSQ Limit: 0.5 < y < 1.5

High Rating Response Zone 5 3. Item in red circles for the respective Persons were under rated

Low Rating Response Zone 3 1. Item in blue circles for the respective Persons were over rated

High Rating Response Zone 5 3. Item in red circles for the respective Persons were under rated

1.

Transform ordinal into equal interval scale Measure item or tasks difficulty Meet SI unit standard hence measurement requirement Better reflect measure of ability Precision and Accuracy of measurement.

Developed the measurement ruler

2.

Measurement Standard

3.

Validation of instrument construct

Rasch probalistic model offers an better method to verify the validity of a measurement construct hence precision. Rasch predictive ability resolves the problem on the need of students taking all the tests; Rasch estimate the likely responses based on anchored items. Rasch gives the maximum likelihood estimate (MLE) of an event outcome. Rasch offers a new paradigm in engineering education longitudinal research; clearer to read, easy to understand.

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