Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 6 of 6
Full-Text Articles in Education
Common Person Equating With The Rasch Model, Geoff Masters
Common Person Equating With The Rasch Model, Geoff Masters
Prof Geoff Masters AO
Two procedures, one based on item difficulties, the other based on person abilities, were used to equate 14 forms of a reading comprehension test using the Rasch model. These forms had no items in common. For practical purposes, the two procedures produced equivalent results. An advantage of common person equating for testing the unidimensionality assumption is pointed out, and the need for caution in interpreting tests of common item invariance is stressed.
A Comparison Of Latent Trait And Latent Class Analyses Of Likert-Type Data, Geoff Masters
A Comparison Of Latent Trait And Latent Class Analyses Of Likert-Type Data, Geoff Masters
Prof Geoff Masters AO
This paper brings together and compares two developments in the analysis of Likert attitude scales. The first is the generalization of latent class models to ordered response categories. The second is the introduction of latent trait models with multiplicative parameter structures for the analysis of rating scales. Key similarities and differences between these two methods are described and illustrated by applying a latent trait model and a latent class model to the analysis of a set of 'life satisfaction' data. The way in which the latent trait model defines a unit of measurement, takes into account the order of the …
Measuring Attitude To School With A Latent Trait Model, Geoff Masters, N Hyde
Measuring Attitude To School With A Latent Trait Model, Geoff Masters, N Hyde
Prof Geoff Masters AO
A latent trait model for rating scales is used to ana lyze responses to an attitude-to-school questionnaire as part of an evaluation of projects operating in 10 West ern Australian schools under the Australian Priority Schools Program. The invariance of item parameter estimates over the 10 schools is examined, and varia tions in item estimates from school to school are stud ied in the light of the different projects operating in these schools. Results show how the investigation of items that do not retain their difficulties from group to group can provide valuable insight into the ways in which calibration …
Dicot: Analysing Classroom Tests With The Rasch Model, Geoff Masters
Dicot: Analysing Classroom Tests With The Rasch Model, Geoff Masters
Prof Geoff Masters AO
A computer program (DICOT) for the Rasch analysis of classroom tests is described. Results are presented in a simple, self-explanatory form, and person ability and item difficulty estimates are expressed in a metric like the one with which teachers and parents are already familiar. Person and item fit statistics provide an opportunity to diagnose strengths and weaknesses of individual children and to identify items which are problematic.
Constructing An Item Bank Using Partial Credit Scoring, Geoff Masters
Constructing An Item Bank Using Partial Credit Scoring, Geoff Masters
Prof Geoff Masters AO
A method for banking test items scored in several ordered response categories is described. Each item is seen as an ordered sequence of steps, and test forms are equated using the estimated difficulties of the steps in their shared items. Procedures for analyzing the internal consistency of individual links and for analyzing the coherence of an entire linking structure are described. The methodology is used to link six forms of a mathematics problem solving test.
Defining A 'Fear-Of-Crime' Variable: A Comparison Of Two Rasch Models, Geoff Masters
Defining A 'Fear-Of-Crime' Variable: A Comparison Of Two Rasch Models, Geoff Masters
Prof Geoff Masters AO
No abstract provided.