Item Response Theory (<scp>IRT</scp>) Models for Rating Scale Data

Engelhard, George

doi:10.1002/0470013192.bsa317

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…For our purposes, a Rasch model known as a polytomous one parameter RSM for unidimensional traits was considered most appropriate [ 61 ]. The RSM was developed to analyse ratings from a unidimensional item set with two or more ordered and fixed response categories [ 62 ], and was expanded for use in multidimensional models in IRT software, such as ACER ConQuest 3.0. Both unidimensional and multidimensional RSM were utilised to examine the underlying latent structure as unidimensional (i.e., three unidimensional subscales examined independently) and multidimensional (i.e., three subscales examined interdependently as a single multidimensional scale), providing information that may have been overlooked had only one method been utilised.…”

Section: Methodsmentioning

confidence: 99%

The Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES): item response theory findings

Grigg

Manderson

2016

Int J Equity Health

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BackgroundRacism and associated discrimination are pervasive and persistent challenges with multiple cumulative deleterious effects contributing to inequities in various health outcomes. Globally, research over the past decade has shown consistent associations between racism and negative health concerns. Such research confirms that race endures as one of the strongest predictors of poor health. Due to the lack of validated Australian measures of racist attitudes, RACES (Racism, Acceptance, and Cultural-Ethnocentrism Scale) was developed.MethodsHere, we examine RACES’ psychometric properties, including the latent structure, utilising Item Response Theory (IRT). Unidimensional and Multidimensional Rating Scale Model (RSM) Rasch analyses were utilised with 296 Victorian primary school students and 182 adolescents and 220 adults from the Australian community.ResultsRACES was demonstrated to be a robust 24-item three-dimensional scale of Accepting Attitudes (12 items), Racist Attitudes (8 items), and Ethnocentric Attitudes (4 items). RSM Rasch analyses provide strong support for the instrument as a robust measure of racist attitudes in the Australian context, and for the overall factorial and construct validity of RACES across primary school children, adolescents, and adults.ConclusionsRACES provides a reliable and valid measure that can be utilised across the lifespan to evaluate attitudes towards all racial, ethnic, cultural, and religious groups. A core function of RACES is to assess the effectiveness of interventions to reduce community levels of racism and in turn inequities in health outcomes within Australia.Electronic supplementary materialThe online version of this article (doi:10.1186/s12939-016-0338-4) contains supplementary material, which is available to authorized users.

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Section: Methodsmentioning

confidence: 99%

The Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES): item response theory findings

Grigg

Manderson

2016

Int J Equity Health

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“…Fifth, the IRT item parameters, item discrimination ( a ) and item difficulty ( b ), were estimated for the graded response model, similar to a two‐parameter logistic (2PL) model for dichotomous data in so far as both discrimination and difficulty (severity) parameters are estimated for each item (Engelhard, ). Since there were four response categories (0 = none to 3 = all the time), there were three item difficulty parameters estimated corresponding to each threshold, specified as b 1 , b 2 , and b 3 .…”

Section: Methodsmentioning

confidence: 99%

Developing an African youth psychosocial assessment: an application of item response theory

Betancourt

Yang

Normand

2014

Int J Methods Psych Res

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This study aimed to refine a dimensional scale for measuring psychosocial adjustment in African youth using item response theory (IRT). A 60-item scale derived from qualitative data was administered to 667 war-affected adolescents (55% female). Exploratory factor analysis (EFA) determined the dimensionality of items based on goodness-of-fit indices. Items with loadings less than 0.4 were dropped. Confirmatory factor analysis (CFA) was used to confirm the scale's dimensionality found under the EFA. Item discrimination and difficulty were estimated using a graded response model for each subscale using weighted least squares means and variances. Predictive validity was examined through correlations between IRT scores (θ) for each subscale and ratings of functional impairment. All models were assessed using goodness-of-fit and comparative fit indices. Fisher's Information curves examined item precision at different underlying ranges of each trait. Original scale items were optimized and reconfigured into an empirically-robust 41-item scale, the African Youth Psychosocial Assessment (AYPA). Refined subscales assess internalizing and externalizing problems, prosocial attitudes/behaviors and somatic complaints without medical cause. The AYPA is a refined dimensional assessment of emotional and behavioral problems in African youth with good psychometric properties. Validation studies in other cultures are recommended.

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“…The rating scale model (RSM) extension of the Rasch model (Rasch, 1980) provides a framework for analyzing ratings in two or more ordered categories (Engelhard, 2005; Wright & Masters, 1982). Within the framework we consider an A–F grading scale to be an ordinal scale comprising a fixed number of mutually exclusive response categories.…”

Section: Methodsmentioning

confidence: 99%

Examining Teacher Grades Using Rasch Measurement Theory

Randall¹,

Engelhard

2009

J Educational Measurement

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In this study, we present an approach to questionnaire design within educational research based on Guttman's mapping sentences and Many-Facet Rasch Measurement Theory. We designed a 54-item questionnaire using Guttman's mapping sentences to examine the grading practices of teachers. Each item in the questionnaire represented a unique student scenario that was graded by teachers. Three focus groups of elementary (N = 5), middle (N = 4), and high school (N = 2) teachers examined the scenarios for clarity, comprehensiveness, and ease of understanding. Based on the suggestions of the focus groups, the revised questionnaires were completed by 516 public school teachers located in a major metropolitan county in the Southeast. The grades assigned by the teachers to the scenarios were analyzed using the FACETS computer program. The results of the analyses suggest that teachers primarily assign grades on the basis of student achievement as expected, although for some teachers other facets (ability, behavior, and effort) may play a role in final grade assignment.

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Item Response Theory (IRT) Models for Rating Scale Data

Cited by 4 publications

References 15 publications

The Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES): item response theory findings

The Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES): item response theory findings

Developing an African youth psychosocial assessment: an application of item response theory

Examining Teacher Grades Using Rasch Measurement Theory

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