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EXAMINING THE ADEQUACY OF AN EXIT EXAM TO MEASURE DIPLOMA STUDENTS' ACHIEVEMENT: RASCH ANALYSIS
Corresponding Author(s) : Enas S. Abulibdeh
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): Education Special Issue
Abstract
Purpose of the study: This paper examines the adequacy of an exit exam using the Rasch Model. It also addresses the students' achievement on the exam items according to Learning Outcomes (LOs) i.e. what LOs have been achieved and have not been achieved.
Main Findings: The Rasch analyses showed‎ that there were issues related to the adequacy of the exit exam in terms of the items' validity and items' distribution along the interval scale. The items' qualitative investigation revealed that the stems and options of some items have problems. Overall, the exam was easy for the students, and students scored different achievement according to Learning Outcomes (LOs). These findings highlight the importance of using measurement ‎models to validate exams as well as to provide a more accurate interpretation of ‎students' achievement; Rasch Model is an example.
Methodology: The descriptive quantitative research design was utilized to achieve the research objectives. An exam comprises 100 Multiple choice items/questions administered to 322 students taking Professional Diploma in Teaching at a College of Education. The items cover eight 8 Learning Outcomes that students were expected to achieve when completed all the Professional Diploma courses. The collected data were analyzed using the Rasch Model for dichotomous data, and Winsteps software 4.1.0 (2018).
Applications of this study: The study provides insightful information to higher institutions in general and to colleges of education to revamp the implementation of diploma teaching programs, mainly the assessment methods.
Novelty/Originality of this study: This paper extends the evidence of providing academic staff at higher institutions with necessary information and training on measurement to come out with more informed decisions.
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- Bond, T., & Fox, C. M. (2015). Applying the Rasch Model: fundamental measurement in the human sciences (3rd ed.). Routledge. https://doi.org/10.4324/9781315814698 DOI: https://doi.org/10.4324/9781315814698
- Boone, W. J. (2016). Rasch analysis for instrument development: why, when, and how? CBE—Life Sciences Education, 15(4), rm4. https://doi.org/10.1187/cbe.16-04-0148 DOI: https://doi.org/10.1187/cbe.16-04-0148
- Creswell, J. W. (2014). Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage: USA.
- Curtis, D. D., & Boman, P. (2007). X-Ray Your Data with Rasch. International Education Journal, 8(2), 249-259.
- Engelhard, G. (2000). Historical view of the influences of measurement and reading theories on the assessment of reading. Journal of Applied Measurement, 2(1), 1-26.
- Green, K. E., & Frantom, C. G. (2002). Survey development and validation with the Rasch model. Paper presented at the International Conference on Questionnaire Development, Evaluation, and Testing, Charleston, SC.
- Ingebo, G. S. (1997). Probability in the Measure of Achievement. Chicago, IL: Mesa Press.
- Kimberlin, C. L., & Winterstein, A. G. (2008). Validity and reliability of measurement instruments used in research. AMJ Health Syst Pharm, 65(23), 2276-2284. https://doi.org/10.2146/ajhp070364 DOI: https://doi.org/10.2146/ajhp070364
- Lee, O. K. (2002). Issues and problems associated with the use of raw scores in interpreting student progress. REACT, 21(1). National Institution of Education: Singapore.
- Linacre, J. M. (2003). Constructing scientific measurement models. Rasch Measurement Transactions, 17(1), 907.
- Linacre, J. M. (2018). Winsteps & Rasch Measurement (Version 4.1.0) [Computer Software and manual]. Retrieved from www.winsteps.com
- Linacre, J.M. (2019). A User's Guide to Winsteps & Ministeps (Rasch-Model Computer Programs). Program Manual 4.4.5. www.winsteps.com
- Gay, L. R., & Airsian, P. (2012). Educational research: Competencies for analysis and application (10th ed.). Boston: Pearson
- Worthen, B. R., White, K. R., Fan, X., & Sudweeks, R. R. (1999). Measurement and assessment in schools. Addison Wesley: Longman.
- Wright, B. D. (1993a). Thinking with raw scores. Rasch Measurement Transactions, 7(2), 299-300.
- Wright, B. D. (1993b). Equitable test equating. Rasch Measurement Transactions, 7(2), 298-299.
- Wright, B. D. (1997). A history of social science measurement. Educational Measurement: Issues and Practice, 16(4), 33-52. https://doi.org/10.1111/j.1745-3992.1997.tb00606.x DOI: https://doi.org/10.1111/j.1745-3992.1997.tb00606.x
- Wright, B.D. (1999). Common sense for measurement. Rasch Measurement Transactions, 13(3), 704-705.
- Wright, B. D., & Linacre, J. M. (1997). The Rasch Model as a foundation for the lexile framework. Retrieved from www.lexile.com/lexilearticles/rasch-model.pdf
- Wright, B. D., & Stone, M. H. (1979). Best design test: A handbook for Rasch measurement. Chicago: Mesa Press.
References
Bond, T., & Fox, C. M. (2015). Applying the Rasch Model: fundamental measurement in the human sciences (3rd ed.). Routledge. https://doi.org/10.4324/9781315814698 DOI: https://doi.org/10.4324/9781315814698
Boone, W. J. (2016). Rasch analysis for instrument development: why, when, and how? CBE—Life Sciences Education, 15(4), rm4. https://doi.org/10.1187/cbe.16-04-0148 DOI: https://doi.org/10.1187/cbe.16-04-0148
Creswell, J. W. (2014). Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage: USA.
Curtis, D. D., & Boman, P. (2007). X-Ray Your Data with Rasch. International Education Journal, 8(2), 249-259.
Engelhard, G. (2000). Historical view of the influences of measurement and reading theories on the assessment of reading. Journal of Applied Measurement, 2(1), 1-26.
Green, K. E., & Frantom, C. G. (2002). Survey development and validation with the Rasch model. Paper presented at the International Conference on Questionnaire Development, Evaluation, and Testing, Charleston, SC.
Ingebo, G. S. (1997). Probability in the Measure of Achievement. Chicago, IL: Mesa Press.
Kimberlin, C. L., & Winterstein, A. G. (2008). Validity and reliability of measurement instruments used in research. AMJ Health Syst Pharm, 65(23), 2276-2284. https://doi.org/10.2146/ajhp070364 DOI: https://doi.org/10.2146/ajhp070364
Lee, O. K. (2002). Issues and problems associated with the use of raw scores in interpreting student progress. REACT, 21(1). National Institution of Education: Singapore.
Linacre, J. M. (2003). Constructing scientific measurement models. Rasch Measurement Transactions, 17(1), 907.
Linacre, J. M. (2018). Winsteps & Rasch Measurement (Version 4.1.0) [Computer Software and manual]. Retrieved from www.winsteps.com
Linacre, J.M. (2019). A User's Guide to Winsteps & Ministeps (Rasch-Model Computer Programs). Program Manual 4.4.5. www.winsteps.com
Gay, L. R., & Airsian, P. (2012). Educational research: Competencies for analysis and application (10th ed.). Boston: Pearson
Worthen, B. R., White, K. R., Fan, X., & Sudweeks, R. R. (1999). Measurement and assessment in schools. Addison Wesley: Longman.
Wright, B. D. (1993a). Thinking with raw scores. Rasch Measurement Transactions, 7(2), 299-300.
Wright, B. D. (1993b). Equitable test equating. Rasch Measurement Transactions, 7(2), 298-299.
Wright, B. D. (1997). A history of social science measurement. Educational Measurement: Issues and Practice, 16(4), 33-52. https://doi.org/10.1111/j.1745-3992.1997.tb00606.x DOI: https://doi.org/10.1111/j.1745-3992.1997.tb00606.x
Wright, B.D. (1999). Common sense for measurement. Rasch Measurement Transactions, 13(3), 704-705.
Wright, B. D., & Linacre, J. M. (1997). The Rasch Model as a foundation for the lexile framework. Retrieved from www.lexile.com/lexilearticles/rasch-model.pdf
Wright, B. D., & Stone, M. H. (1979). Best design test: A handbook for Rasch measurement. Chicago: Mesa Press.