Application of the Rasch Model to the Measurement of Creativity: The Creative Achievement Questionnaire

Ho, Hsiao-Chi; Cheng, Chih-Ling; Cheng, Ying-Yao

doi:10.1080/10400419.2013.843347

Cited by 21 publications

(10 citation statements)

References 21 publications

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“…Rasch analysis explained more comprehensive construct validity than the classical test theory. At least, there are six construct validity aspects: content, substantive, structural, external, generalizability, and consequential aspect [15]. The content validity aspect, related to the empirical evidence, mentioned that the test items which are appropriate or based on model are used as well as the items' difficulty levels are in accordance with the test participants' difficulty levels [16].…”

Section: Methodsmentioning

confidence: 99%

Assessment of Literacy and Numeracy of Indonesian Students Using the Integrated Science-based Science Literacy Test

Susongko¹

2021

Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Mag

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People's high literacy and numeracy levels are significantly influenced by the development of a nation. This study aims at developing the assessment instruments on Senior High School science program students' literacy and numeracy ability based on the integrated sciences. The literacy and numeracy indicators used were some indicators of the scientific and mathematics literacy achievements developed by PISA 2015. The literacy and numeracy test instruments were in the form of testlet consisting of 12 popular science readings containing 20 items measuring the literacy and 16 items measuring the numeracy. The instruments were tested to 310 XII grade students of SMAN 2 and SMAN 3 Tegal City. The test validity was examined using the Rasch model approach. The Senior High School science program students' literacy and numeracy test instruments have met the validity aspects both related to the material and psychometric aspects. The construct validity aspects with the Rasch model approach showed that the Senior High School science program students' literacy and numeracy test instruments were valid seen from the difficulty level and item appropriateness with the model. The literacy achievement of the XII Grade students of SMAN 2 and SMAN 3 Tegal City was 57.45 % while their numeracy achievement was 43.18 %.

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Section: Methodsmentioning

confidence: 99%

Assessment of Literacy and Numeracy of Indonesian Students Using the Integrated Science-based Science Literacy Test

Susongko¹

2021

Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Mag

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“…Even though attitude cannot be observed, the number of practices in which a farmer engages is a sufficient statistic to derive its latent measure of organic fertiliser use (Millsap, 2010). Likewise, the total number of farmers engaged in a given practice statistically helps identify the difficulty estimate of the practice (Wang et al, 2014).…”

Section: Conceptual Framework Of Attitude-as-behaviour (Behavioural Approach)mentioning

confidence: 99%

Assessing farmers’ attitudes to, and the behavioural costs of, organic fertiliser practices in northern Ghana: An application of the behavioural cost approach

Daadi

Latacz‐Lohmann

2021

Heliyon

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The use of organic fertiliser to improve soil health is crucial to halting the downward trend of crop yields in sub-Saharan Africa. If this goal is to be achieved, however, farmers require support to adopt organic fertiliser practices that match their attitudes and decision-making capacity. This study evaluated farmers' attitudes to a set of prevailing organic fertiliser practices and their associated behavioural costs (difficulty). The explanatory Rasch model was applied to a set of primary data from 250 farming households in north-east Ghana. The results showed that the average attitude of farmers was much less than the difficulty estimate of an average organic fertiliser practice, although the practices generally showed a moderate difficulty. On average, farmers' attitudes matched just three of sixteen practices on the scale, with most (70 %) of the farmers showing very weak attitudes towards the input. Latent regression results revealed that the weak attitude levels were strongly related to key factors in the farmers' background, including education, resource endowment and access to extension services. Participation in determining policies on organic fertiliser use enhances farmers' knowledge and skills concerning use of the input. Hence, access to such policies can replace education for the less-educated majority of farmers. Thus, training programmes are proposed that develop the average farmer's capacity to adopt these practices in this area, especially the less difficult ones. Supporting farmers with the acquisition of animal-drawn vehicles can also facilitate uptake of the more difficult organic fertiliser practices and increase use of the input.

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“…Rasch's analysis explains the construct validity which is more comprehensive than classical test theory. There are at least six aspects of construct validity: content, substantive, structural, external, generalisability, and consequential aspects (Sabah et al, 2013;Wang et al, 2014;Jong et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

Susongko

Arfiani

Kusuma

2021

JPII

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The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.

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Application of the Rasch Model to the Measurement of Creativity: The Creative Achievement Questionnaire

Cited by 21 publications

References 21 publications

Assessment of Literacy and Numeracy of Indonesian Students Using the Integrated Science-based Science Literacy Test

Assessment of Literacy and Numeracy of Indonesian Students Using the Integrated Science-based Science Literacy Test

Assessing farmers’ attitudes to, and the behavioural costs of, organic fertiliser practices in northern Ghana: An application of the behavioural cost approach

Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

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